This document analyzes the phrase "public interest" using two corpora: a large general corpus and a subcorpus of UK newspapers. Key findings include:
- "The public interest" and "in the public interest" are the most common collocations.
- The phrase typically appears at the end of sentences and in complement position grammatically.
- Words like "government", "political", and adjectives that modify the phrase are less frequent than expected.
- Priming may account for the widespread and constrained use of the phrase and its meaning over time.
Teacher training my brainshark - 1 introductionPhil Longwell
Introduction to a proposal to use the cloud-based software, MyBrainshark, in an English Language Teaching setting - The China Central Academy Of Fine Arts, Beijing. Note: This was created for an ICT module on an MA course at the University of Warwick. Part 1 of 6.
Teacher Autonomy in Learning ICT/Web ToolsPhil Longwell
These are the slides for the IATEFL Learning Technologies Special Interest Group webinar on 15.09.13.
Abstract: Most of us have to, at some point, use ICT or web tools as part of our practice, but how autonomous are we when it comes to learning those tools? To what extent do we teach ourselves and to what extent do we learn from others? What training do we expect, if any? How can we create our own autonomy? This webinar is intended to build on research carried out for a master’s dissertation. Hopefully, it will also provide an up-to-date snapshot of current practice and you will be invited to participate in adding to this research for possible further publication.
Date: 15 September 2013
Time: 1400 HRS GMT/UCT 1500 HRS BST 1600 HRS CEST
Platform: Adobe Connect
Link to Room: http://iatefl.adobeconnect.com/ltsig
Host/Moderator: Heike Philp
This document discusses Stanley Fish's question "Is there a text in this class?" and examines the role of rhetoric in case analysis and different professional fields like law and business. Some key points:
- Fish questioned whether a predefined text exists or if interpretation is shaped by institutional conventions.
- Rhetoric plays an important role in law school by developing skills for civic participation, but its role is less understood in business schools which focus more on technical problem-solving.
- The case method was developed in law schools where philosophy and rhetoric have remained important, unlike in business schools where a more technocratic approach is used.
- Rhetoric's role in interpreting cases and developing solutions is often overlooked due to
Your Annotated Bibliography must have 8 sources. Please go back to t.docxbudbarber38650
Your Annotated Bibliography must have 8 sources. Please go back to the prompt for the unit, located under "files" to refer to the guidelines for how many peer-reviewed/ scholarly, popular, hard-copy sources you must have as a minimum. Having 8 sources allows you to have a couple sources which don't end up working well for your argument. Make sure that you also have at least 2 sources which seem to take an alternative approach or indicate an opposing answer to your research question than the majority of the others.
Analysis Process Assignment Consists of 4 Parts for each source and a 5th step to Synthesize and Analyze them all together.
The Annotated Bibliography will consist of the following for 8 sources:
1. Cite the source using MLA format. (Someone in class asked if it is acceptable to use an online citation generator such as Easybib- it is ok to start from here in order to organize the pieces, but
always
double-check the accuracy with your McGraw Hill Handbook or Purdue OWL because these generators frequently make mistakes.)
2. Below the citation include a two paragraph summary of the source
3. In sentence format, rate the source on a scale of 1( not helpful to answering your research question) to 5 (very helpful) and another 2-3 sentences answering these questions " Why is this a good source for/ how does it relate to my research question? Does this source help me to determine an arguable point within the research?"
4. Followed by 2-3 quotes, in MLA format, for each source including information which you would like to use in your paper. You may intend to direct-quote or to summarize or paraphrase the information in these quotes.
The 5th step applies to all sources together.
5. After annotating all your sources, go back through and determine what the majority of the sources seem to indicate is the answer to your research question. At the bottom of the page include
A. Your research question: Who is affected/ what is the problem/ why is it important?
B. 1-2 paragraphs to synthesize what all the research says together (still only the facts but look for relationships based on agreement and disagreement)
C. 1-2 paragraphs on what you think the research seems to indicate is the answer (make sure to note any research which seems to disagree with the majority which supports your interpretation.)
D. Your idea of a possible arguable stance regarding the topic.This would be the answer to your research question, and the basis for your thesis.
EXAMPLE
:
Bylund, E., and Athanasopoulos, P. (2014). "Linguistic relativity in SLA: Toward a new research program."
Language Learning,64
(4), 952-985.
The authors’ purpose in the article is to support the investigation of linguistic relativity in second language acquisition. The authors identify and discuss three theoretical-methodological components necessary to their process of support. First, they highlight the importance of using nonverbal methods to study linguistic relativity effects in second la.
Read each of the posts bellow A, B and C and respond to each with .docxcatheryncouper
Read each of the posts bellow A, B and C and respond to each with 100 words.1 reference each
DISCUSSION A 100 words 1 reference
Class, might the same method be used effectively to create a policy decision for the public-sector as in the private-sector?
DISCUSSION B 100 words 1 reference
Policy analysts are often faced with multiple advocacy choices when developing a policy recommendation. These choices are known as advocative claims. What are the characteristics of an advocative claim?
Advocative claims have four different main characteristics that are actionable, prospective, value laden, and ethically complex (Dunn, 2008). The claims below are described by Dunn as:
· Actionable.Advocative claims focus on actions that may be taken to resolve a policy problem. Although advocative claims require prior information about what will occur and what is valuable, they go beyond questions of "fact" and "value" and include arguments about what should be done to solve a problem (Dunn, 2008).
· Prospective.Advocative claims are prospective, because they occur prior to the time that actions are taken (ex ante). While policy-analytic procedures of monitoring and evaluation are retrospective, because they are applied after actions are taken (ex post), forecasting and recommendation are both applied prospectively (ex ante) (Dunn, 2008).
· Value laden.Advocative claims depend as much on "facts" as they do on "values." To claim that a particular policy alternative should be adopted requires not only that the action being recommended will have the predicted consequences; it also requires that the predicted consequences are valued by individuals, groups, or society as a whole (Dunn, 2008).
· Ethically complex.The values underlying advocative claims are ethically complex. A given value (e.g., health) may be regarded as both intrinsic and extrinsic. Intrinsic values are those that are valued as ends in themselves; extrinsic values are those that are valued because they will produce some other value. Health may be regarded as an end in itself and as a condition necessary for the attainment of other values, including security, freedom, and self-actualization. Similarly, democratic participation may be valued as an end in itself (intrinsic value) and a means to political stability (extrinsic value) (Dunn, 2008).
Each claim focuses on some sort of action or value that is perceived or occurred. The claims further describe the different choices that may occur when further developing policy recommendation.
What methods of advocative claims affect a public policy recommendation?
Public choice and the multiple legitimate stakeholders is one of the methods that affect public policy recommendations that I see more than others. With the numerous people that feel that their stake in the policy is the most important can cause the policy to be skewed towards whom benefits the most from the policy (Dunn, 2008). This can be problematic when it pertains to safety and people's fr ...
The document discusses pragmatic equivalence in translation. A translator's main goal is to convey the message of the source text with the same meaning and intention as the original producer. This can be achieved through pragmatic equivalence, which involves conveying the source language to the target language with the same intention and equivalent words/affect on the reader. Pragmatics studies speakers' intentions and the context surrounding utterances. A translator must consider implicit meanings that arise from what is literally said. Equivalence also plays an important role in achieving the translator's goal of conveying the intended message across languages.
ENGL570_B01_202020 - 202020 SPRING 2020 ENGL 570-B01 LUOTe.docxkhanpaulita
ENGL570_B01_202020 - 202020 SPRING 2020 ENGL 570-B01 LUO
Term Paper
Yolanda McNeil
on Thu, Mar 05 2020, 9:59 PM
15% highest match
Submission ID: 023edea0-7542-490e-9a7e-4a71a560616e
Attachments (1)
Yolanda_McNeil_ENGL570_Term_Project_Paper.docx
Running head: THE ENTHYMEME IN ARISTOTLE'S RHETORIC 1
THE ENTHYMEME IN ARISTOTLE'S RHETORIC 2
Term Project: 1 JUDICIAL RHETORIC (THE ENTHYMEME IN ARISTOTLE'S
RHETORIC) YOLANDA MCNEIL
(http://safeassign.blackboard.com/)
Yolanda_McNeil_ENGL570_Term_Project_Paper.docx
Word Count: 5,918
Attachment ID: 2642248507
15%
http://safeassign.blackboard.com/
ENGL 570 TERM PAPER
Liberty University
Introduction
The concept of enthymeme has been broadly discussed as a subject in argumentation theory
and informal logic. All contemporary theorists understand that the enthymeme concept date
back to Aristotle Rhetoric. They are convinced that the term ‘syllogism’ which ascribed to this
concept in introductions to logic diverges from original Aristotelian perception. But what few
individuals are not sure is that scholars of ancient philosophy and philologists are still
passionately debating the matter of detailed sense of this concept in Rhetoric (Conley, 1984). As
a result, there is just one point that all theorists agree: the enthymeme has changed since
Aristotle's original discussions of it. In overall, the approach of Aristotle to the enthymemes in
the Rhetoric seems to change from argumentative theory to logic.
Research Purpose
This research paper provides an analysis of how Aristotle ascribes to the enthymeme. That will
be achieved from the perception of argumentation theory in explaining how enthymeme has
presented in different perspectives. The advantages of argumentation theory include the
following: it supplements the dominant logical approach presented in 2 highly enlightened
researches by Burnyeat (1994) which emphasizes the question of logical validity of the link
between the premise and deduction. Secondly, that method is better calculated to outline
parallels in contemporary ‘enthymeme issues.
The research intends to use an argumentative theory which is the study of how deductions can
be arrived at through reasonable thinking, that is, soundly, claim based or not on-premises. It
comprises rules of logic and inference in speeches and premises. 1 IN COMBINATION
WITH RHETORIC THEORY THAT TRACES ITS ROOTS BACK TO ANTIQUE
GREECE, WHERE “RHETORIC” DENOTED THE ART OF PUBLIC SPEAKING AS
IT ADVANCED UNDER THE STATUTORY RÉGIME, ESPECIALLY IN THE 4TH
AND 5TH-CENTURY ATHENIAN DEMOCRACY.
THE ORDINARY CITIZEN LACKED THE WIDE-RANGING KNOWLEDGE OF THE
LAW AND ITS PROCEDURES THAT THE PROFESSIONAL LAWYER DID,
HOWEVER, IT WAS GREAT TO HIS ADVANTAGE TO HAVE WIDE-RANGING
KNOWLEDGE OF THE TACTICS OF DEFENSE AND PROSECUTION. AS A
RESULT, THE SCHOOLS OF RHETORIC DID A SUCCESSFUL BUSINESS IN
TRAINING THE LAYPERSON TO DEFEND HIMSELF IN COURT OR TO
PROSECUTE AN OFFENDING NEIGHBOR. AS.
Teacher training my brainshark - 1 introductionPhil Longwell
Introduction to a proposal to use the cloud-based software, MyBrainshark, in an English Language Teaching setting - The China Central Academy Of Fine Arts, Beijing. Note: This was created for an ICT module on an MA course at the University of Warwick. Part 1 of 6.
Teacher Autonomy in Learning ICT/Web ToolsPhil Longwell
These are the slides for the IATEFL Learning Technologies Special Interest Group webinar on 15.09.13.
Abstract: Most of us have to, at some point, use ICT or web tools as part of our practice, but how autonomous are we when it comes to learning those tools? To what extent do we teach ourselves and to what extent do we learn from others? What training do we expect, if any? How can we create our own autonomy? This webinar is intended to build on research carried out for a master’s dissertation. Hopefully, it will also provide an up-to-date snapshot of current practice and you will be invited to participate in adding to this research for possible further publication.
Date: 15 September 2013
Time: 1400 HRS GMT/UCT 1500 HRS BST 1600 HRS CEST
Platform: Adobe Connect
Link to Room: http://iatefl.adobeconnect.com/ltsig
Host/Moderator: Heike Philp
This document discusses Stanley Fish's question "Is there a text in this class?" and examines the role of rhetoric in case analysis and different professional fields like law and business. Some key points:
- Fish questioned whether a predefined text exists or if interpretation is shaped by institutional conventions.
- Rhetoric plays an important role in law school by developing skills for civic participation, but its role is less understood in business schools which focus more on technical problem-solving.
- The case method was developed in law schools where philosophy and rhetoric have remained important, unlike in business schools where a more technocratic approach is used.
- Rhetoric's role in interpreting cases and developing solutions is often overlooked due to
Your Annotated Bibliography must have 8 sources. Please go back to t.docxbudbarber38650
Your Annotated Bibliography must have 8 sources. Please go back to the prompt for the unit, located under "files" to refer to the guidelines for how many peer-reviewed/ scholarly, popular, hard-copy sources you must have as a minimum. Having 8 sources allows you to have a couple sources which don't end up working well for your argument. Make sure that you also have at least 2 sources which seem to take an alternative approach or indicate an opposing answer to your research question than the majority of the others.
Analysis Process Assignment Consists of 4 Parts for each source and a 5th step to Synthesize and Analyze them all together.
The Annotated Bibliography will consist of the following for 8 sources:
1. Cite the source using MLA format. (Someone in class asked if it is acceptable to use an online citation generator such as Easybib- it is ok to start from here in order to organize the pieces, but
always
double-check the accuracy with your McGraw Hill Handbook or Purdue OWL because these generators frequently make mistakes.)
2. Below the citation include a two paragraph summary of the source
3. In sentence format, rate the source on a scale of 1( not helpful to answering your research question) to 5 (very helpful) and another 2-3 sentences answering these questions " Why is this a good source for/ how does it relate to my research question? Does this source help me to determine an arguable point within the research?"
4. Followed by 2-3 quotes, in MLA format, for each source including information which you would like to use in your paper. You may intend to direct-quote or to summarize or paraphrase the information in these quotes.
The 5th step applies to all sources together.
5. After annotating all your sources, go back through and determine what the majority of the sources seem to indicate is the answer to your research question. At the bottom of the page include
A. Your research question: Who is affected/ what is the problem/ why is it important?
B. 1-2 paragraphs to synthesize what all the research says together (still only the facts but look for relationships based on agreement and disagreement)
C. 1-2 paragraphs on what you think the research seems to indicate is the answer (make sure to note any research which seems to disagree with the majority which supports your interpretation.)
D. Your idea of a possible arguable stance regarding the topic.This would be the answer to your research question, and the basis for your thesis.
EXAMPLE
:
Bylund, E., and Athanasopoulos, P. (2014). "Linguistic relativity in SLA: Toward a new research program."
Language Learning,64
(4), 952-985.
The authors’ purpose in the article is to support the investigation of linguistic relativity in second language acquisition. The authors identify and discuss three theoretical-methodological components necessary to their process of support. First, they highlight the importance of using nonverbal methods to study linguistic relativity effects in second la.
Read each of the posts bellow A, B and C and respond to each with .docxcatheryncouper
Read each of the posts bellow A, B and C and respond to each with 100 words.1 reference each
DISCUSSION A 100 words 1 reference
Class, might the same method be used effectively to create a policy decision for the public-sector as in the private-sector?
DISCUSSION B 100 words 1 reference
Policy analysts are often faced with multiple advocacy choices when developing a policy recommendation. These choices are known as advocative claims. What are the characteristics of an advocative claim?
Advocative claims have four different main characteristics that are actionable, prospective, value laden, and ethically complex (Dunn, 2008). The claims below are described by Dunn as:
· Actionable.Advocative claims focus on actions that may be taken to resolve a policy problem. Although advocative claims require prior information about what will occur and what is valuable, they go beyond questions of "fact" and "value" and include arguments about what should be done to solve a problem (Dunn, 2008).
· Prospective.Advocative claims are prospective, because they occur prior to the time that actions are taken (ex ante). While policy-analytic procedures of monitoring and evaluation are retrospective, because they are applied after actions are taken (ex post), forecasting and recommendation are both applied prospectively (ex ante) (Dunn, 2008).
· Value laden.Advocative claims depend as much on "facts" as they do on "values." To claim that a particular policy alternative should be adopted requires not only that the action being recommended will have the predicted consequences; it also requires that the predicted consequences are valued by individuals, groups, or society as a whole (Dunn, 2008).
· Ethically complex.The values underlying advocative claims are ethically complex. A given value (e.g., health) may be regarded as both intrinsic and extrinsic. Intrinsic values are those that are valued as ends in themselves; extrinsic values are those that are valued because they will produce some other value. Health may be regarded as an end in itself and as a condition necessary for the attainment of other values, including security, freedom, and self-actualization. Similarly, democratic participation may be valued as an end in itself (intrinsic value) and a means to political stability (extrinsic value) (Dunn, 2008).
Each claim focuses on some sort of action or value that is perceived or occurred. The claims further describe the different choices that may occur when further developing policy recommendation.
What methods of advocative claims affect a public policy recommendation?
Public choice and the multiple legitimate stakeholders is one of the methods that affect public policy recommendations that I see more than others. With the numerous people that feel that their stake in the policy is the most important can cause the policy to be skewed towards whom benefits the most from the policy (Dunn, 2008). This can be problematic when it pertains to safety and people's fr ...
The document discusses pragmatic equivalence in translation. A translator's main goal is to convey the message of the source text with the same meaning and intention as the original producer. This can be achieved through pragmatic equivalence, which involves conveying the source language to the target language with the same intention and equivalent words/affect on the reader. Pragmatics studies speakers' intentions and the context surrounding utterances. A translator must consider implicit meanings that arise from what is literally said. Equivalence also plays an important role in achieving the translator's goal of conveying the intended message across languages.
ENGL570_B01_202020 - 202020 SPRING 2020 ENGL 570-B01 LUOTe.docxkhanpaulita
ENGL570_B01_202020 - 202020 SPRING 2020 ENGL 570-B01 LUO
Term Paper
Yolanda McNeil
on Thu, Mar 05 2020, 9:59 PM
15% highest match
Submission ID: 023edea0-7542-490e-9a7e-4a71a560616e
Attachments (1)
Yolanda_McNeil_ENGL570_Term_Project_Paper.docx
Running head: THE ENTHYMEME IN ARISTOTLE'S RHETORIC 1
THE ENTHYMEME IN ARISTOTLE'S RHETORIC 2
Term Project: 1 JUDICIAL RHETORIC (THE ENTHYMEME IN ARISTOTLE'S
RHETORIC) YOLANDA MCNEIL
(http://safeassign.blackboard.com/)
Yolanda_McNeil_ENGL570_Term_Project_Paper.docx
Word Count: 5,918
Attachment ID: 2642248507
15%
http://safeassign.blackboard.com/
ENGL 570 TERM PAPER
Liberty University
Introduction
The concept of enthymeme has been broadly discussed as a subject in argumentation theory
and informal logic. All contemporary theorists understand that the enthymeme concept date
back to Aristotle Rhetoric. They are convinced that the term ‘syllogism’ which ascribed to this
concept in introductions to logic diverges from original Aristotelian perception. But what few
individuals are not sure is that scholars of ancient philosophy and philologists are still
passionately debating the matter of detailed sense of this concept in Rhetoric (Conley, 1984). As
a result, there is just one point that all theorists agree: the enthymeme has changed since
Aristotle's original discussions of it. In overall, the approach of Aristotle to the enthymemes in
the Rhetoric seems to change from argumentative theory to logic.
Research Purpose
This research paper provides an analysis of how Aristotle ascribes to the enthymeme. That will
be achieved from the perception of argumentation theory in explaining how enthymeme has
presented in different perspectives. The advantages of argumentation theory include the
following: it supplements the dominant logical approach presented in 2 highly enlightened
researches by Burnyeat (1994) which emphasizes the question of logical validity of the link
between the premise and deduction. Secondly, that method is better calculated to outline
parallels in contemporary ‘enthymeme issues.
The research intends to use an argumentative theory which is the study of how deductions can
be arrived at through reasonable thinking, that is, soundly, claim based or not on-premises. It
comprises rules of logic and inference in speeches and premises. 1 IN COMBINATION
WITH RHETORIC THEORY THAT TRACES ITS ROOTS BACK TO ANTIQUE
GREECE, WHERE “RHETORIC” DENOTED THE ART OF PUBLIC SPEAKING AS
IT ADVANCED UNDER THE STATUTORY RÉGIME, ESPECIALLY IN THE 4TH
AND 5TH-CENTURY ATHENIAN DEMOCRACY.
THE ORDINARY CITIZEN LACKED THE WIDE-RANGING KNOWLEDGE OF THE
LAW AND ITS PROCEDURES THAT THE PROFESSIONAL LAWYER DID,
HOWEVER, IT WAS GREAT TO HIS ADVANTAGE TO HAVE WIDE-RANGING
KNOWLEDGE OF THE TACTICS OF DEFENSE AND PROSECUTION. AS A
RESULT, THE SCHOOLS OF RHETORIC DID A SUCCESSFUL BUSINESS IN
TRAINING THE LAYPERSON TO DEFEND HIMSELF IN COURT OR TO
PROSECUTE AN OFFENDING NEIGHBOR. AS.
This document discusses message development strategies in public relations. It provides definitions of public relations from various sources that emphasize strategic communication and establishing goodwill between an organization and its publics. The document also outlines the key elements of the communication process for effective message development. These include the sender-receiver, the message itself, and the communication channel. Understanding these elements and how they interact is important for public relations practitioners to maximize the impact of their communication and become effective communicators.
This document presents a conceptual framework for understanding policy capacity. The framework defines policy capacity as the set of skills (competences) and resources (capabilities) needed for policy-making. It categorizes competences into three types - analytical, operational, and political. Capabilities are assessed at the individual, organizational, and system levels. The framework aims to synthesize existing literature on policy capacity and provide a diagnostic tool to identify capacity gaps that can lead to policy failures. It considers policy capacity in all stages of the policy process from agenda-setting to evaluation.
This document discusses how the language policies of multinational corporations may influence language learning decisions in other institutions. It argues that while some claim corporations push English in an imperialistic way, others believe there is no single dominant institution that could spread English globally. The document examines how corporate language policies get proliferated throughout society, potentially leading to misconceptions about the value of English and counterproductive policies in other institutions like education. It questions whether concepts like neoliberalism are useful or just ambiguous terms used to condemn political opponents.
What's at Stake in the Information Debate?Craig Simon
An approach is proposed for understanding how the Shannon-Weaver conceptions of measurable entropy within a message (conceptions that are foundational in Computer Science) can be shown to intersect with the McLuhan-Schwartz participation vectors and resonance intervals within a medium (conceptions that are foundational in Media Ecology) via reference to Hartley’s Formula for Information.
ENGL102
Assignment
Rubric
EXEMPLARY
LEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNING
LEVEL
Points
Earned
Purpose and
Audience
(20 Points)
18-20: The
writing engages
the reader with
an original
approach to the
subject. It may
encompass
conflicting ideas
and inspires the
reader to
contemplate the
relationship of
complex ideas.
16-17: The
writing clearly
goes beyond the
minimum
requirements of
the assignment.
It attempts to
engage the
reader through
originality and
presentation of
complex ideas.
14-15: The
writing meets the
minimum
requirements of
the assignment.
It offers insight
into the subject
through basic
logic and the
presentation of
ideas based on
some evidence.
13 or below:
The writing fails
to meet the
minimum
requirements of
the assignment.
It offers little
insight into the
subject and has
serious flaws in
logic and
omissions in
evidence.
/20
Thesis and
Support
(20 Points)
18-20: The
writing has a
clearly articulated
original thesis
and subordinate
ideas supported
by reliable and
relevant evidence
based on original
research. Main
ideas are not lost
in surrounding
supporting
evidence.
16-17: The
writing has a
clearly articulated
thesis supported
by appropriate
evidence and
sound logic.
Minor gaps in
logic and
argument may
appear. Main
ideas can be
distinguished
from supporting
evidence with
some effort.
14-15: The
writing has a
clear thesis and
related
subordinate ideas
supported by
clear thinking and
appropriate
evidence. Logical
arguments may
be one-sided or
incomplete.
13 or below:
The writing may
need a more
clearly articulated
thesis and/or
appropriate
related
subordinate
ideas. Fuzzy logic
may be evident
and adequate
supporting
evidence is
lacking.
/20
Organization
(20 Points)
18-20: The
writing flows
smoothly and
logically from a
well-defined
thesis. It contains
an appropriate
introduction,
conclusion, and
smooth
transitions. The
essay follows the
organizational
method noted in
the assignment
details.
16-17: The
writing is
organized
logically and
flows well. An
introduction and
conclusion are
evident, but
transitions may
be smoother. The
essay follows the
organizational
method noted in
the assignment
details.
14-15: The
writing
demonstrates
rudimentary
organization and
logical structure,
but ideas may be
more fully
developed and
supported by
more appropriate
evidence. The
essay does not
clearly follow the
organizational
method noted in
the assignment
details.
13 or below:
The writing is
noticeably lacking
in organization.
There is no clear
introduction nor
conclusion and
ideas are neither
carefully nor fully
developed.
Supporting
evidenc.
Analyzing The Semantic Types Of Claims And Premises In An Online Persuasive F...Nathan Mathis
This document summarizes research analyzing the semantic types of claims and premises in online persuasive forums. The researchers developed a two-tier annotation scheme to label claims and premises in discussion threads from the "Change My View" subreddit. Premises were annotated with types corresponding to Aristotelian modes of persuasion (ethos, logos, pathos). Claims were labeled as interpretations, evaluations, agreement, or disagreement. The researchers aimed to determine if humans can reliably perform this annotation, if types of arguments appear in recurrent orders, and if certain types are more persuasive. Preliminary results found moderate agreement for annotating claims, premises and premise types, but lower agreement for claim types. The paper also discusses related work on argument mining, modes
I think you’re off to a good start on your opening segment, but th.docxsheronlewthwaite
I think you’re off to a good start on your opening segment, but the purpose seems underdeveloped. The purpose of a memo is usually found in the opening paragraph and includes:
· the purpose of the memo
· the context and problem
· the specific assignment or task
With this in mind, let’s look at what you have:
PURPOSE: Comparative Analysis of a Domestic Intelligence Agency for the United States
This information does signal what the document is. If this is all your instructor is looking for, then this probably meets the requirement.
However, the purpose is typically written as a complete sentence and is usually preceded by information that provides some background (context) of the issue. It looks like you might have actually placed the information for this section at the end of your BACKGROUND section:
As such, the best alternative is to establish a domestic intelligence agency. As such, the report offers an analysis of various issues that are associated with instituting domestic intelligence agency.
Also, it examines and analyzes organizations of other nations that have instituted democratic institutions. The best nations to learn from are the UK, India, as well as Australia. Furthermore, the examination will be used to determine whether the United States Intelligence reforms will mainly be centered on targeting the intelligence shortfalls. Moreover, it will also explore whether the establishment of the intelligence organization is a feasible idea to deal with the threats that are culminating in the present era caused by the terrorists.
The BACKROUND section should only be for providing relevant historical information regarding the topic.
Here’s a sample introduction for a memo:
Due to extensive customer feedback, we at Chloe’s Cupcakes would like to demonstrate our commitment to making healthy choices by publishing nutrition information for all of our baked goods. Although our stores would not be required by law to provide the nutrition facts of our products, we agree that customers should have access to as much information as they desire before making a purchase. The purpose of this memo is to __________.
The blue section states the issue. The green section narrows the focus. The yellow section signals the document’s purpose.
Here is a link to more information on writing the parts of the business memo, including information on the opening segment and other segments.
(
Development & Research
Goals:
Develop coherent paragraphs, points, and/or sections so that each is internally unified and functions as a part of your entire document or presentation.
Tailor your communications to the audience.
Provide sufficient support for your ideas
Integrate material from research (if required) smoothly into your own content.
)
Paragraph-Level Transitions
Bobby, I also think your paper could benefit from stronger paragraph transitions. Transitions are bridges between what has been read and what is about to be read. Transitions help readers m ...
Synonymy is an important yet intricate linguistic feature in the field of lexical semantics. Using the 100 million-word British National Corpus (BNC) as data and the software Sketch Engine (SkE) as an analyzing tool, this paper explores the collocational behavior and semantic prosodies of near synonyms in virtue of, owing to, thanks to, as a result of, due to and because of. The results show that these near synonyms differ in their collocational behavior and semantic prosodies. The pedagogical implications of the findings are also discussed.
This document discusses the conceptualization of dialogue in relation to social license to operate (SLO) for resource development projects. It begins by noting that dialogue has become an important part of natural resource management and SLO discourse, as engagement and relationship building are seen as key to attaining and maintaining social license. However, there is little research on what "meaningful dialogue" means in practice for SLO.
The document then reviews literature on dialogue models and frameworks from engagement practices. It finds that dialogue is predominantly portrayed as a strategic, goal-oriented process rather than a learning process, though both models see dialogue as potentially disruptive. There is a lack of clarity as dialogue is sometimes referred to as a process, outcome,
How To Structure ECONOMICS Essay | A-Level | GCSE. A Level Economics 25 Mark Question Essay Template | Teaching Resources. How to structure your economics essay 2017 how to. Economic Essay | Economics - GCSE CCEA | Thinkswap. Economics Essay Writing Service | Essays-Panda.com. How to Write Economics Research Paper |Howtowrite.CustomWritings.com. Economics Essay Structure | Teaching Resources. Economics Essay Example for Free - 937 Words | EssayPay. Economics Summary Essay Example. Essay of introduction of economics | BPA12403 - Principles of Economics ....
Manipulation and cognitive pragmatics. Preliminary hypothesesLouis de Saussure
de Saussure Louis (2005). Manipulation and Cognitive Pragmatics: Preliminary
Hypotheses. In de Saussure Louis & Peter Schulz (Eds), Manipulation and Ideologies
in the Twentieth Century: Discourse, Language, Mind, Amsterdam-Philadelphia, John Benjamins, 113-146.
Discourse Approaches to Politics, Society and Culture, 17
Uncorrected first proofs. Please refer to original text.
FIX-IT (REVISE THIS DRAFT) Revise this paragraph. The revShainaBoling829
FIX-IT (REVISE THIS DRAFT)
Revise this paragraph. The revised version should contain needed details (add examples, get
rid of vague words), proper grammar, and accurate information.
This paragraph is about ENG 011 and ENG 111. You can expect to learn a number of things in
ENG 011. The purpose of the class is to provide support for you while you are also enrolled
in ENG 111, and to spend time teaching the subskills we will need for the larger, high-stakes
assignments in ENG 111. Grammar are a topic covered in ENG 011 because many times ENG
111 instructors will expect students to use proper grammar without any direct teaching. The
topic of run-ons is covered in ENG 011, other grammar topics are also covered. Next, ENG
011 typically does activities that teach the rhetorical appeals. Summary writing be another
big skill needed for ENG 111, and another popular topic in ENG 011. Summary writing is
used a lot. Lastly, ENG 011 teaches students to improve their overall writing by emphasizing
such things as paragraph structure, good details, use of third person, and replacement of
vague words. At the end of the course, students typically agree they have worked very hard
so they have also learned a lot.
Skip to main contentEnglish Composition I
Reading
Search for:
Diagramming and Evaluating ArgumentsEvaluate Unstated or Suppressed Premises As Well As Stated Ones
An unstated or suppressed premise is assumed rather than voiced outright, but is nevertheless needed for an argument to work. Consider this highly unscientific poll conducted by a TV news station. “Which do you believe Senator Hillary Clinton is most out of touch with: illegal immigration, border security, or the American people?” The pollster is operating as if it is unquestionable that Clinton is out of touch with something. In other words, the question presupposes that she is “out of touch.” However, this unstated premise is debatable once it is brought out into the open. Is she in fact out of touch at all?
A listener or reader who is not alert to such unstated or suppressed premises is, without realizing it, agreeing to debate on the communicator’s terms—when those terms may be unfair. In fact, on more complex or serious issues it is often things people take for granted that may actually deserve the most critical scrutiny. For example, in the argument “This medication is labelled as totally natural, so it is safe for me to take it,” the suppressed premise—that “natural” guarantees “safe”—is not trivial and can certainly be challenged.Argument Diagramming
Besides recognizing the use of induction and deduction, you can use diagramming or outlining to develop an understanding of an argument’s overall structure. Remember that an argument as defined here isn’t a “quarrel,” but rather a group of statements, some of which, the pre ...
Technical and Operational Definition of Terms.pptxFred Ryan Deaño
This document provides definitions and examples of technical and operational definitions. Technical definitions explain terms precisely as they are used in a specific field, such as definitions found in a dictionary. Operational definitions specify how a concept is measured or defined for research purposes. Examples of technical definitions include definitions of email, interviewing, and statistics. Examples of operational definitions include defining employee satisfaction as days worked on time, and defining items as people solving a task correctly. The document emphasizes that technical definitions describe terms exactly, while operational definitions focus on application and measurement in a research context.
This document provides an overview of academic argumentation. It discusses why argumentation is emphasized in education, how to deconstruct arguments using Aristotle's three appeals of logos, ethos, and pathos, and the different types of arguments. It also distinguishes between argumentation, opinion, and persuasion. The document then examines argumentation in the specific disciplines of history, science, and English language arts, outlining the unique aspects, topics, evidence, and rhetorical moves for each. It concludes by discussing implications for teaching argumentation across disciplines.
Objective In a well-organized, thesis-driven essay of 4-5 pages, yo.docxdunhamadell
Objective: In a well-organized, thesis-driven essay of 4-5 pages, you will be discussing the future of dating and relationships.
--Explain what the dating landscape will look like twenty years from now. (2041)
--Approach the paper from a technological slant. How will technology shape the way people interact "on the dating scene?" Will it change things drastically? Will people cling to tradition?
You have to incorporate
at least 4 of the 7
articles listed here to support your essay:
1. "The Five Years That Changed Dating."
2. "The Virtues and Downsides of Online Dating."
3." How dating app algorithms predict romantic desire."
4. "The 'Dating Market' Is Getting Worse."
5. Social Computing and Social Media pp 162-173
6." Dating and Relationships in the Digital Age."
7. "Dating apps use artificial intelligence to help search for love."
Assignment specifics:
1000-words minimum
Essays that do not meet the word count will not receive partial credit.
Two quotes per article minimum
Follow the MLA format when citing your sources throughout the essay.
Plagiarism of any kind will result in immediate failure (see syllabus).
A rebuttal paragraph is required. It should be the paragraph before the conclusion.
Do not use "I," "my," or "you."
Do not use contractions.
A Works Cited page is required.
Section A: For your introduction:
Introduce the concept of dating/courtship
Define the term.
Summarize what the current dating landscape looks like.
Transition to the idea of dating in the future.
Present your thesis statement.
Section B: This section can focus on current dating trends
Introduce the idea you are going to discuss in the paragraph.
Give the reader context.
Provide textual evidence from one of the articles or reports.
Link the quote to your claim. Explain your reasoning
Provide more evidence
Link the evidence to your claim. Explain your reasoning.
Provide an example to supplement your reasoning.
Conclude the paragraph and move on to the next supporting paragraph.
Section C: This section can focus on how things are evolving. (What is being researched? What kinds of experiments are being conducted?
Introduce the idea you are going to discuss in the paragraph.
Give the reader context.
Provide textual evidence from one of the articles or reports.
Link the quote to your claim. Explain your reasoning
Provide more evidence
Link the evidence to your claim. Explain your reasoning.
Provide an example to supplement your reasoning.
Conclude the paragraph and move on to the next supporting paragraph.
Section D: This section can speculate about the future. What will dating look like in 2041? Base your speculations on what you have established in sections B and C.
Introduce the idea you are going to discuss in the paragraph.
Give the reader context.
Provide textual evidence from one of the articles or reports.
Link the quote to your claim. Explain your reasoning
Provide more evidence
Link th.
Managing Workforce Diversity Free Essay Example. The Concept of Workplace Diversity Essay Example | Topics and Well .... Essay on diversity in the workplace - aiu(final).
Large-scale norming and statistical analysis of 870 American English idioms.pdfFaishaMaeTangog
This document summarizes a study that collected norming data for 870 American English idioms from over 2,100 participants across five dimensions: familiarity, meaningfulness, global decomposability, literal plausibility, and predictability. Ratings were obtained from participants for each idiom along these five dimensions on scales from 1 to 5 or binary responses. The results provide a large dataset of descriptive norms for idioms across multiple dimensions to help facilitate cross-study comparisons and ensure external validity in idiom research. Correlations between the dimensions were also analyzed.
This document summarizes a transcript from the PEMT '06 conference discussing challenges with terminology across disciplines and proposes approaches to address ambiguities. It notes how knowledge evolution has led to specialized terminology that may only be understood by experts, hindering cross-disciplinary communication. Defining terms unambiguously is important for knowledge management. The document provides examples of ambiguous terms like homonyms and synonyms and proposes establishing a transparent, inter-disciplinary lexicon using fundamental disciplines like physics and mathematics to prioritize terms. It emphasizes the need to review scientific terminology to remove ambiguity and proposes criteria to clearly define terms.
Deductive and inductive approaches are two broad methods used in research. The deductive approach works from the more general to the more specific using theories and hypotheses to make predictions that are then observed. The inductive approach involves making generalizations and theories based on patterns observed in specific examples and observations. Both have advantages and disadvantages depending on the type of research being conducted.
This document discusses lexical cohesion as a motivation for codeswitching in bilingual speech. It summarizes that lexical cohesion, or the establishment of links between words in different sentences, plays an important role in creating coherence in discourse. The document examines examples of codeswitching in small claims court cases, where speakers of different languages interact mediated by an interpreter. It finds that lexical repetition across utterances helps establish cohesive ties and distinguish different conversations, even when different languages are used.
International House webinar - Wellbeing SeasonPhil Longwell
These are the slides from the webinar given as part of the International House World organisation wellbeing season in March 2018. It was a brief look at my research, ahead of presenting this at conference the following month.
My presentation (20 minutes + 10 minutes Q&A) was a brief exploration of what worked and what did not work on a fully online, summer Pre-sessional course at the University of Sheffield, UK. Drawing on my experience of teaching private students online for several years and my role with the IATEFL Learning Technologies Special Interest Group, this is a first-hand account of being in the virtual classroom, teaching EAP classes remotely for the first time. Recording will be made available on the TEL SIG You Tube channel. https://www.youtube.com/channel/UCVz0VVaVKALUK24CM2A4oJQ
More Related Content
Similar to Corpus Investigation of the phrase 'Public Interest'
This document discusses message development strategies in public relations. It provides definitions of public relations from various sources that emphasize strategic communication and establishing goodwill between an organization and its publics. The document also outlines the key elements of the communication process for effective message development. These include the sender-receiver, the message itself, and the communication channel. Understanding these elements and how they interact is important for public relations practitioners to maximize the impact of their communication and become effective communicators.
This document presents a conceptual framework for understanding policy capacity. The framework defines policy capacity as the set of skills (competences) and resources (capabilities) needed for policy-making. It categorizes competences into three types - analytical, operational, and political. Capabilities are assessed at the individual, organizational, and system levels. The framework aims to synthesize existing literature on policy capacity and provide a diagnostic tool to identify capacity gaps that can lead to policy failures. It considers policy capacity in all stages of the policy process from agenda-setting to evaluation.
This document discusses how the language policies of multinational corporations may influence language learning decisions in other institutions. It argues that while some claim corporations push English in an imperialistic way, others believe there is no single dominant institution that could spread English globally. The document examines how corporate language policies get proliferated throughout society, potentially leading to misconceptions about the value of English and counterproductive policies in other institutions like education. It questions whether concepts like neoliberalism are useful or just ambiguous terms used to condemn political opponents.
What's at Stake in the Information Debate?Craig Simon
An approach is proposed for understanding how the Shannon-Weaver conceptions of measurable entropy within a message (conceptions that are foundational in Computer Science) can be shown to intersect with the McLuhan-Schwartz participation vectors and resonance intervals within a medium (conceptions that are foundational in Media Ecology) via reference to Hartley’s Formula for Information.
ENGL102
Assignment
Rubric
EXEMPLARY
LEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNING
LEVEL
Points
Earned
Purpose and
Audience
(20 Points)
18-20: The
writing engages
the reader with
an original
approach to the
subject. It may
encompass
conflicting ideas
and inspires the
reader to
contemplate the
relationship of
complex ideas.
16-17: The
writing clearly
goes beyond the
minimum
requirements of
the assignment.
It attempts to
engage the
reader through
originality and
presentation of
complex ideas.
14-15: The
writing meets the
minimum
requirements of
the assignment.
It offers insight
into the subject
through basic
logic and the
presentation of
ideas based on
some evidence.
13 or below:
The writing fails
to meet the
minimum
requirements of
the assignment.
It offers little
insight into the
subject and has
serious flaws in
logic and
omissions in
evidence.
/20
Thesis and
Support
(20 Points)
18-20: The
writing has a
clearly articulated
original thesis
and subordinate
ideas supported
by reliable and
relevant evidence
based on original
research. Main
ideas are not lost
in surrounding
supporting
evidence.
16-17: The
writing has a
clearly articulated
thesis supported
by appropriate
evidence and
sound logic.
Minor gaps in
logic and
argument may
appear. Main
ideas can be
distinguished
from supporting
evidence with
some effort.
14-15: The
writing has a
clear thesis and
related
subordinate ideas
supported by
clear thinking and
appropriate
evidence. Logical
arguments may
be one-sided or
incomplete.
13 or below:
The writing may
need a more
clearly articulated
thesis and/or
appropriate
related
subordinate
ideas. Fuzzy logic
may be evident
and adequate
supporting
evidence is
lacking.
/20
Organization
(20 Points)
18-20: The
writing flows
smoothly and
logically from a
well-defined
thesis. It contains
an appropriate
introduction,
conclusion, and
smooth
transitions. The
essay follows the
organizational
method noted in
the assignment
details.
16-17: The
writing is
organized
logically and
flows well. An
introduction and
conclusion are
evident, but
transitions may
be smoother. The
essay follows the
organizational
method noted in
the assignment
details.
14-15: The
writing
demonstrates
rudimentary
organization and
logical structure,
but ideas may be
more fully
developed and
supported by
more appropriate
evidence. The
essay does not
clearly follow the
organizational
method noted in
the assignment
details.
13 or below:
The writing is
noticeably lacking
in organization.
There is no clear
introduction nor
conclusion and
ideas are neither
carefully nor fully
developed.
Supporting
evidenc.
Analyzing The Semantic Types Of Claims And Premises In An Online Persuasive F...Nathan Mathis
This document summarizes research analyzing the semantic types of claims and premises in online persuasive forums. The researchers developed a two-tier annotation scheme to label claims and premises in discussion threads from the "Change My View" subreddit. Premises were annotated with types corresponding to Aristotelian modes of persuasion (ethos, logos, pathos). Claims were labeled as interpretations, evaluations, agreement, or disagreement. The researchers aimed to determine if humans can reliably perform this annotation, if types of arguments appear in recurrent orders, and if certain types are more persuasive. Preliminary results found moderate agreement for annotating claims, premises and premise types, but lower agreement for claim types. The paper also discusses related work on argument mining, modes
I think you’re off to a good start on your opening segment, but th.docxsheronlewthwaite
I think you’re off to a good start on your opening segment, but the purpose seems underdeveloped. The purpose of a memo is usually found in the opening paragraph and includes:
· the purpose of the memo
· the context and problem
· the specific assignment or task
With this in mind, let’s look at what you have:
PURPOSE: Comparative Analysis of a Domestic Intelligence Agency for the United States
This information does signal what the document is. If this is all your instructor is looking for, then this probably meets the requirement.
However, the purpose is typically written as a complete sentence and is usually preceded by information that provides some background (context) of the issue. It looks like you might have actually placed the information for this section at the end of your BACKGROUND section:
As such, the best alternative is to establish a domestic intelligence agency. As such, the report offers an analysis of various issues that are associated with instituting domestic intelligence agency.
Also, it examines and analyzes organizations of other nations that have instituted democratic institutions. The best nations to learn from are the UK, India, as well as Australia. Furthermore, the examination will be used to determine whether the United States Intelligence reforms will mainly be centered on targeting the intelligence shortfalls. Moreover, it will also explore whether the establishment of the intelligence organization is a feasible idea to deal with the threats that are culminating in the present era caused by the terrorists.
The BACKROUND section should only be for providing relevant historical information regarding the topic.
Here’s a sample introduction for a memo:
Due to extensive customer feedback, we at Chloe’s Cupcakes would like to demonstrate our commitment to making healthy choices by publishing nutrition information for all of our baked goods. Although our stores would not be required by law to provide the nutrition facts of our products, we agree that customers should have access to as much information as they desire before making a purchase. The purpose of this memo is to __________.
The blue section states the issue. The green section narrows the focus. The yellow section signals the document’s purpose.
Here is a link to more information on writing the parts of the business memo, including information on the opening segment and other segments.
(
Development & Research
Goals:
Develop coherent paragraphs, points, and/or sections so that each is internally unified and functions as a part of your entire document or presentation.
Tailor your communications to the audience.
Provide sufficient support for your ideas
Integrate material from research (if required) smoothly into your own content.
)
Paragraph-Level Transitions
Bobby, I also think your paper could benefit from stronger paragraph transitions. Transitions are bridges between what has been read and what is about to be read. Transitions help readers m ...
Synonymy is an important yet intricate linguistic feature in the field of lexical semantics. Using the 100 million-word British National Corpus (BNC) as data and the software Sketch Engine (SkE) as an analyzing tool, this paper explores the collocational behavior and semantic prosodies of near synonyms in virtue of, owing to, thanks to, as a result of, due to and because of. The results show that these near synonyms differ in their collocational behavior and semantic prosodies. The pedagogical implications of the findings are also discussed.
This document discusses the conceptualization of dialogue in relation to social license to operate (SLO) for resource development projects. It begins by noting that dialogue has become an important part of natural resource management and SLO discourse, as engagement and relationship building are seen as key to attaining and maintaining social license. However, there is little research on what "meaningful dialogue" means in practice for SLO.
The document then reviews literature on dialogue models and frameworks from engagement practices. It finds that dialogue is predominantly portrayed as a strategic, goal-oriented process rather than a learning process, though both models see dialogue as potentially disruptive. There is a lack of clarity as dialogue is sometimes referred to as a process, outcome,
How To Structure ECONOMICS Essay | A-Level | GCSE. A Level Economics 25 Mark Question Essay Template | Teaching Resources. How to structure your economics essay 2017 how to. Economic Essay | Economics - GCSE CCEA | Thinkswap. Economics Essay Writing Service | Essays-Panda.com. How to Write Economics Research Paper |Howtowrite.CustomWritings.com. Economics Essay Structure | Teaching Resources. Economics Essay Example for Free - 937 Words | EssayPay. Economics Summary Essay Example. Essay of introduction of economics | BPA12403 - Principles of Economics ....
Manipulation and cognitive pragmatics. Preliminary hypothesesLouis de Saussure
de Saussure Louis (2005). Manipulation and Cognitive Pragmatics: Preliminary
Hypotheses. In de Saussure Louis & Peter Schulz (Eds), Manipulation and Ideologies
in the Twentieth Century: Discourse, Language, Mind, Amsterdam-Philadelphia, John Benjamins, 113-146.
Discourse Approaches to Politics, Society and Culture, 17
Uncorrected first proofs. Please refer to original text.
FIX-IT (REVISE THIS DRAFT) Revise this paragraph. The revShainaBoling829
FIX-IT (REVISE THIS DRAFT)
Revise this paragraph. The revised version should contain needed details (add examples, get
rid of vague words), proper grammar, and accurate information.
This paragraph is about ENG 011 and ENG 111. You can expect to learn a number of things in
ENG 011. The purpose of the class is to provide support for you while you are also enrolled
in ENG 111, and to spend time teaching the subskills we will need for the larger, high-stakes
assignments in ENG 111. Grammar are a topic covered in ENG 011 because many times ENG
111 instructors will expect students to use proper grammar without any direct teaching. The
topic of run-ons is covered in ENG 011, other grammar topics are also covered. Next, ENG
011 typically does activities that teach the rhetorical appeals. Summary writing be another
big skill needed for ENG 111, and another popular topic in ENG 011. Summary writing is
used a lot. Lastly, ENG 011 teaches students to improve their overall writing by emphasizing
such things as paragraph structure, good details, use of third person, and replacement of
vague words. At the end of the course, students typically agree they have worked very hard
so they have also learned a lot.
Skip to main contentEnglish Composition I
Reading
Search for:
Diagramming and Evaluating ArgumentsEvaluate Unstated or Suppressed Premises As Well As Stated Ones
An unstated or suppressed premise is assumed rather than voiced outright, but is nevertheless needed for an argument to work. Consider this highly unscientific poll conducted by a TV news station. “Which do you believe Senator Hillary Clinton is most out of touch with: illegal immigration, border security, or the American people?” The pollster is operating as if it is unquestionable that Clinton is out of touch with something. In other words, the question presupposes that she is “out of touch.” However, this unstated premise is debatable once it is brought out into the open. Is she in fact out of touch at all?
A listener or reader who is not alert to such unstated or suppressed premises is, without realizing it, agreeing to debate on the communicator’s terms—when those terms may be unfair. In fact, on more complex or serious issues it is often things people take for granted that may actually deserve the most critical scrutiny. For example, in the argument “This medication is labelled as totally natural, so it is safe for me to take it,” the suppressed premise—that “natural” guarantees “safe”—is not trivial and can certainly be challenged.Argument Diagramming
Besides recognizing the use of induction and deduction, you can use diagramming or outlining to develop an understanding of an argument’s overall structure. Remember that an argument as defined here isn’t a “quarrel,” but rather a group of statements, some of which, the pre ...
Technical and Operational Definition of Terms.pptxFred Ryan Deaño
This document provides definitions and examples of technical and operational definitions. Technical definitions explain terms precisely as they are used in a specific field, such as definitions found in a dictionary. Operational definitions specify how a concept is measured or defined for research purposes. Examples of technical definitions include definitions of email, interviewing, and statistics. Examples of operational definitions include defining employee satisfaction as days worked on time, and defining items as people solving a task correctly. The document emphasizes that technical definitions describe terms exactly, while operational definitions focus on application and measurement in a research context.
This document provides an overview of academic argumentation. It discusses why argumentation is emphasized in education, how to deconstruct arguments using Aristotle's three appeals of logos, ethos, and pathos, and the different types of arguments. It also distinguishes between argumentation, opinion, and persuasion. The document then examines argumentation in the specific disciplines of history, science, and English language arts, outlining the unique aspects, topics, evidence, and rhetorical moves for each. It concludes by discussing implications for teaching argumentation across disciplines.
Objective In a well-organized, thesis-driven essay of 4-5 pages, yo.docxdunhamadell
Objective: In a well-organized, thesis-driven essay of 4-5 pages, you will be discussing the future of dating and relationships.
--Explain what the dating landscape will look like twenty years from now. (2041)
--Approach the paper from a technological slant. How will technology shape the way people interact "on the dating scene?" Will it change things drastically? Will people cling to tradition?
You have to incorporate
at least 4 of the 7
articles listed here to support your essay:
1. "The Five Years That Changed Dating."
2. "The Virtues and Downsides of Online Dating."
3." How dating app algorithms predict romantic desire."
4. "The 'Dating Market' Is Getting Worse."
5. Social Computing and Social Media pp 162-173
6." Dating and Relationships in the Digital Age."
7. "Dating apps use artificial intelligence to help search for love."
Assignment specifics:
1000-words minimum
Essays that do not meet the word count will not receive partial credit.
Two quotes per article minimum
Follow the MLA format when citing your sources throughout the essay.
Plagiarism of any kind will result in immediate failure (see syllabus).
A rebuttal paragraph is required. It should be the paragraph before the conclusion.
Do not use "I," "my," or "you."
Do not use contractions.
A Works Cited page is required.
Section A: For your introduction:
Introduce the concept of dating/courtship
Define the term.
Summarize what the current dating landscape looks like.
Transition to the idea of dating in the future.
Present your thesis statement.
Section B: This section can focus on current dating trends
Introduce the idea you are going to discuss in the paragraph.
Give the reader context.
Provide textual evidence from one of the articles or reports.
Link the quote to your claim. Explain your reasoning
Provide more evidence
Link the evidence to your claim. Explain your reasoning.
Provide an example to supplement your reasoning.
Conclude the paragraph and move on to the next supporting paragraph.
Section C: This section can focus on how things are evolving. (What is being researched? What kinds of experiments are being conducted?
Introduce the idea you are going to discuss in the paragraph.
Give the reader context.
Provide textual evidence from one of the articles or reports.
Link the quote to your claim. Explain your reasoning
Provide more evidence
Link the evidence to your claim. Explain your reasoning.
Provide an example to supplement your reasoning.
Conclude the paragraph and move on to the next supporting paragraph.
Section D: This section can speculate about the future. What will dating look like in 2041? Base your speculations on what you have established in sections B and C.
Introduce the idea you are going to discuss in the paragraph.
Give the reader context.
Provide textual evidence from one of the articles or reports.
Link the quote to your claim. Explain your reasoning
Provide more evidence
Link th.
Managing Workforce Diversity Free Essay Example. The Concept of Workplace Diversity Essay Example | Topics and Well .... Essay on diversity in the workplace - aiu(final).
Large-scale norming and statistical analysis of 870 American English idioms.pdfFaishaMaeTangog
This document summarizes a study that collected norming data for 870 American English idioms from over 2,100 participants across five dimensions: familiarity, meaningfulness, global decomposability, literal plausibility, and predictability. Ratings were obtained from participants for each idiom along these five dimensions on scales from 1 to 5 or binary responses. The results provide a large dataset of descriptive norms for idioms across multiple dimensions to help facilitate cross-study comparisons and ensure external validity in idiom research. Correlations between the dimensions were also analyzed.
This document summarizes a transcript from the PEMT '06 conference discussing challenges with terminology across disciplines and proposes approaches to address ambiguities. It notes how knowledge evolution has led to specialized terminology that may only be understood by experts, hindering cross-disciplinary communication. Defining terms unambiguously is important for knowledge management. The document provides examples of ambiguous terms like homonyms and synonyms and proposes establishing a transparent, inter-disciplinary lexicon using fundamental disciplines like physics and mathematics to prioritize terms. It emphasizes the need to review scientific terminology to remove ambiguity and proposes criteria to clearly define terms.
Deductive and inductive approaches are two broad methods used in research. The deductive approach works from the more general to the more specific using theories and hypotheses to make predictions that are then observed. The inductive approach involves making generalizations and theories based on patterns observed in specific examples and observations. Both have advantages and disadvantages depending on the type of research being conducted.
This document discusses lexical cohesion as a motivation for codeswitching in bilingual speech. It summarizes that lexical cohesion, or the establishment of links between words in different sentences, plays an important role in creating coherence in discourse. The document examines examples of codeswitching in small claims court cases, where speakers of different languages interact mediated by an interpreter. It finds that lexical repetition across utterances helps establish cohesive ties and distinguish different conversations, even when different languages are used.
Similar to Corpus Investigation of the phrase 'Public Interest' (20)
International House webinar - Wellbeing SeasonPhil Longwell
These are the slides from the webinar given as part of the International House World organisation wellbeing season in March 2018. It was a brief look at my research, ahead of presenting this at conference the following month.
My presentation (20 minutes + 10 minutes Q&A) was a brief exploration of what worked and what did not work on a fully online, summer Pre-sessional course at the University of Sheffield, UK. Drawing on my experience of teaching private students online for several years and my role with the IATEFL Learning Technologies Special Interest Group, this is a first-hand account of being in the virtual classroom, teaching EAP classes remotely for the first time. Recording will be made available on the TEL SIG You Tube channel. https://www.youtube.com/channel/UCVz0VVaVKALUK24CM2A4oJQ
Paraphrase 2020 - lyrics and chords (Sheffield version)Phil Longwell
The document is a song titled "Paraphrase" that was performed for students at the University of Sheffield. The song warns students about the importance of properly paraphrasing and citing sources in their writing to avoid plagiarism. It notes that students who plagiarize risk getting failing grades or being removed from their course. The song encourages students to paraphrase sources in an honest way through the lyrics and repetition of the phrase "para-para-paraphrase".
Mental Health Awareness for Employers in ELT (IATEFL Liverpool 2019)Phil Longwell
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Corpus Investigation of the phrase 'Public Interest'
1. ET904-B: LEXIS AND GRAMMAR STUDENT ID: xxxxxxxx
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CENTRE FOR APPLIED LINGUISTICS
MA ASSIGNMENT COVER SHEET
STUDENT ID NUMBER: 1163612
PROGRAMME: MA IN ELTMM/ICT
MODULE NAME: LEXIS AND GRAMMAR – ET904-B
MODULE TUTOR: SUE WHARTON
WORD COUNT:2,195
ASSIGNMENT QUESTION:
DATE DUE: 12 NOON on 11 JANUARY 2012
DATE SUBMITTED: 9 JANUARY 2012
In completing the details on this cover sheet and submitting the assignment, you are doing so on the
basis that this assignment is all your own work and that you have not borrowed or failed to
acknowledge anyone else’s work
Please X this box if you agree to this statement X
Assignment B
Using lexical analysis software, investigate the behaviour of a word or word sequence
in either a large general corpus, or a smaller specialised corpus. Discuss the
collocations, semantic associations, and grammar patterns of your chosen word or word
sequence.
Your assignment should include (word counts are given as guidelines only):
- A brief discussion of your reasons for focusing on your chosen word(s), of the
corpus on which your analysis is based, and the analysis procedures you
undertook (100-200 words)
- Your analysis of the words’ behaviour in the corpus
- A discussion of the significance of your analysis, explaining what you have
discovered about the behaviour of the word, either generally or within a
specialised domain.
Concordance lines, tables of collocates etc. may be included as appendices.
2. ET904-B: LEXIS AND GRAMMAR STUDENT ID: xxxxxxxx
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An analysis and comparison of the behaviour of the phrase,
‘Public Interest’
using a large general corpus and a subcorpus of UK newspapers.
INTRODUCTION:
The phrase,‘public interest’, has a long history, with a current topical significancei
.I am interested in
knowing whether lexical priming can account for the way in which this phrase is used. Using
Hallidayan references, Hoey’s (2005) theory, and a large general corpus, the Collins Wordbankii
, I will
investigate the behaviour of the phrase.
‘Public interest’ can be defined simply as ‘the common welfare of the people’. It can also be defined
more broadly as:
a common concern among citizens in the management and affairs of local, state, and
national government. It does not mean mere curiosity but is a broad term that refers to the body
politic and the public weal. A public utility is regulated in the public interest because private
individuals rely on such a company for vital services.iii
This definition is concerned with thefact that the people have a right to know something because it
may affect them directly. However, there is a more ambiguous definition such as:
the fact that people in general are interested in something.iv
A publicised event can be cancelled, for example, because of a lack of ‘public interest’.
Analysis – collocation:
The individual words ‘public’ and ‘interest’ are already widely used together. To make any claims
about what other words ‘public interest’ collocates with, we need to use corpus evidence.We can
definecollocation in statistical terms as the sequences of words which occur more often than would
be expected by chance.(Sinclair, 1991). Similarly:
If words commonly occur in the same text and we are frequently exposed to their co-
occurrence, we come to expect them together (Bloor and Bloor, 1995:101).
A search for the phrase ‘public interest’, across all text types, generates 2517 hits [see Appendix A].
A further search for collocates of ‘public interest’, using standard settingsv
, sorted by T-scorevi
, brings
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up the definitive article, ‘the’ (Frequency: 2305; T-score: 45.760), and preposition, ‘in’ (F: 1220; T:
33.848),as the most common. Adjusting the concordance horizon range to -5 to 0, to show just
those collocates to the left of the phrase, results in (F: 1710; T: 38.739) and (F: 758; T: 26.161)
respectively [Appendix B]. If the T-score is ‘the confidence with which we can assert that there is an
association’ (Collins, 2009, release notes) then we could readily claim that ‘the public interest’and
the prepositional phrase, ‘in the public interest’, are the most common collocates. This adds a
significant meaning towards the concept of ‘public interest’ as it implies that an action, such as
adisclosure, is carried out for the benefit of the public, adding a general appeal, relevance or
importance.
The high frequency of a full stop (F: 1078; T:29.500) and the capitalised, definitive article, ‘The’ (F:
227 14.120), suggests that the phrase appears commonly at the end of a sentence. Further
investigation shows this is generally true, with substantial appearance at the beginning of a sentence
also [Appendix C]. The words ‘Research’ (F:52) and ‘Group’ (F:50) both capitalised, appear
exclusively in US literature, as part of the wider phrase, ‘Public Interest Research Group’[Appendix
D].
Using‘word sketch’vii
, the word ‘public’ acts as a modifying adjective for the word ‘interest’ 1952
times [Appendix E]. This is ranked fifth after ‘service’, ‘opinion’, ‘school’ and ‘sector’, which are
effectively more common collocates. By comparison, ‘interest’, as a noun, is modified by ‘public’
more than any other word.
Narrowingthe focus using ‘Newspapers (form)>news (domain) >UK (country)’,viii
this filtered search,
or‘subcorpus’, generates 647 hits. Again, ‘in’ (F:334; T:17.745) and ‘the’ (F:605; T:23.468)have the
highest frequency[Appendix F].647 represents more than half of the hits (1016), found if filtering just
by country and this reflects the high percentage of newspapers (51.80%) in the corpus.
An analysis of the subcorpus reveals the following frequencies of ‘parts of speech’, within the
concordance horizon of -5 preceding the phrase, ‘public interest’:
Determiner (the, a) 547 hits [Appendix G]
Preposition (e.g. against, for, in, under) 479 [Appendix H]
Noun (e.g. Government, consideration) 387 [Appendix I]
Verb inc. Modals (e.g. is, was, will, could) 295 [Appendix J]
Pronoun (e.g. it, who, he) 135 [Appendix K]
4. ET904-B: LEXIS AND GRAMMAR STUDENT ID: xxxxxxxx
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Within the subcorpus, the phrase is preceded by ‘the’ 350 times, and by ‘in the’ on 190
occasions[Appendix L]. Just as ‘in the’ collocates highly with ‘public interest’, the verb, ‘to be’,in
some form or other, is the most commonly collocated verb with eitherversion. Thus, the lexical
chunk, ‘is (not) in the public interest’ is widely used.‘Being’ can also be described as a ‘process’,
which I will return to when looking at colligation.
Priming as an explanation of collocation
Hoey (2005) states that the widespread use of collocations can be explained by ‘priming’, which is a
psychologicalconcept. We can only account for collocation, he argues, if every word is mentally
primed, or preferred for collocational use. As a word, or phrase:
is acquired through encounters with it in speech and writing, it becomes cumulatively
loaded with the contexts and co-texts in which it is encountered, and our knowledge of it includes
the fact that it co-occurs with other words in certain kinds of context (Hoey, 2005:8).
If members of the public were asked what word succeeds ‘public’, they would not necessarily say
‘interest’ (F:1952; T: 7.87), but they might. ‘School’ (F: 3517; T: 8.28) is arguably more likely to be the
response. It is also arguably more likely thatasked what word precedes‘interest’, a higher proportion
would say ‘public’ than most other words, such as ‘commercial’ (F:417; T:7.6).
Stubbs (1996, in Hoey, 2005:8) states that:
‘Speakers are free, but only within constraints … the reproduction of the system is the
unintended product of *a speaker’s+ routine behaviour’.
However, can we say that the meaning of ‘public interest’ has been primed over long exposure to
the phrase? Is there a constraint to how it is used? Furthermore, if priming leads to a speaker
unintentionally reproducing an aspect of language which subsequently primes the hearer (Hoey,
2005:9), then can the meaning associated with that phrase change in the way that definitions of
some words change over time? I will return to this later.
Semantic Association
Whatever definitionsaregiven to ‘public interest’, the semantic associations are quite separate from
the two words that it combines. Hoey(ibid:12) states that if priming can account for collocation,
then it opens up that priming can explain other features of language. One feature is the semantic
prosody (positive or negative connotations)of a phrase. It is arguable that the only positive or
negative connotation of our phrase is whether something is or is not deemed ‘to be of it’. A piece of
5. ET904-B: LEXIS AND GRAMMAR STUDENT ID: xxxxxxxx
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information, or the act of uncovering one, can be expressed in terms of whether it is or isn’t in the
‘public interest’, but this is more clear cut, I would argue, than suggesting that connotation exists.
Semantic preference (Sinclair, 1991) or semantic association (Hoey, 2005) are terms used:
when a word or word sequence is associated in the mind of a language user with a semantic
set or class, some members of which are also collocates for that user (Hoey, 2005:24)
A list of semantic associations is difficult to draw up. It is easier to focus on ‘parts of speech’. The
original corpuscontained a high frequency of short, prepositional words [Appendix B]:
Preposition Frequency
Range: -5 to 5
T-score/Ranking
(excluding
punctuation)
Frequency
Range: -5 to 0
T-score/Ranking
(excluding
punctuation)
Of 640 23.172 – 3rd
459 18.914 – 3rd
To 621 22.674 – 4th
348 15.654 – 5th
For 317 16.760 – 8th
221 13.615 – 6th
By 138 10.970 – 17th
50 5.780 – 26th
On 107 8.857 – 25th
61 5.840 – 24th
Against 80 8.762 – 27th
68 8.048 – 17th
Adjectives which modify the phrase appearless commonly than one might predict. The first one,
‘intense’ is found in 65th
place – (F:29; T: 5.372), with ‘contrary’ second in
67th
(F:28; T: 5.285). The third, ‘legitimate’ (F:24; T: 4.891) forms part of a
small, ‘legal’ noun set (law, legitimate, litigation, judge, lawyers) [Appendix
M]. Other semantically associated words, such as ‘Government’ and
‘political’ are found, but not in significant numbers, according to this data.
Premodifiers, for example, adjectives that can be grouped by size
(‘great(er)’ F:34; ‘growing’ F:11; ‘huge’ F:11; ‘enormous’ F:6), or grouped
by gravity(‘broad’ F:16; ‘significant’ F:5; ‘outstanding F:1)are even less
apparent. ‘Public interest’ is, therefore, a phrase which somewhat
surprisingly, according to this data, only occasionally gets preceded by a
word which pre-modifies it.
6. ET904-B: LEXIS AND GRAMMAR STUDENT ID: xxxxxxxx
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Other terms appear, but not as frequently as might be predicted. For example, the words, ‘attract’ in
different‘lemmatized’ versions (F:17), (Appendix N),‘clearly’ (F:15), (Appendix O) and the phrase,
‘lack of’ (F:12)[Appendix P].
Pragmatic Association
Does the phrase attract what Hoey(2005) terms pragmatic association?
[This] occurs when a word or word sequence is associated with a set of features that all
serve the same or similar pragmatic functions … The boundaries between pragmatic association and
semantic association are not going to be clear cut, because priming occurs without reference to
theoretical distinctions of this sort (Hoey, 2005:26).
For there to be pragmatic association here, the phrase, ‘public interest’,
would need to be shown to be associated with words which have a similar
pragmatic function.
A search using the subcorpa and thecollocation tool generates a word,
‘Immunity (F:8 – 1st
) / immunity’ (F:18 – 4th)
, at the top, when ranked by MI
score (see also note v). The word ‘immunity’ appears because of a wider legal
context of a witness being protected and, therefore, can be associated with
the wider semantic association mentioned earlier, along with ‘prosecuting’,
‘evidence’, ‘court’, ‘Appeal’ and the lemma, ‘disclosure’, which appears in
three forms, with the highest-ranked one due to ‘the Public Interest
Disclosure Act 1998’.
However, in searching for pragmatic functions, I seem to have discovered another list of semantic
associations, albeit in a different way. Would I have to find words with a similar pragmatic function
before rejecting the notion that priming is taking place? ix
Colligation
Just as a lexical item may be primed, or preferred, to co-occur with another lexical item, so also ‘it
may be primed to occur in or with a particular grammatical function’ (Hoey, 2005:43). One way of
analysing the grammatical behaviour of the phrase is using the KWIC sentence view[Appendix Q],
rather than viewing the node phrase within the context of words either side.
7. ET904-B: LEXIS AND GRAMMAR STUDENT ID: xxxxxxxx
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Immediately, it appears that ‘public interest’ prefers a complement position, either as direct object -
‘The only moralists (Subject) who (relative pronoun) have (Finite) attracted (predicator) public
interest (Cdo)…’ – or as part of an intensive complement - ‘Largest chainsare abusingtheir market
power against the public interest (Cint)’.
Rather than being the subject, as you would expect if an article was about ‘(the) public interest’, the
phrase appears,more likely, to be the direct or indirect complement of some other action. It is not
frequently used as the head of a noun group.This, in turn, fits with the original discovery that ‘in the’
was the most common collocation to the left of the phrase. We couldsuggest, therefore, that the
phrase is positioned towards the end of a clause or sentence, as an external reason for an action
taking place.A further example:
The prepositional phrase, ‘in thepublic interest’, could be seen, however,as a kind
of‘exophoric’,circumstantial adjunct, ratherthan a complement. It doesnot answer the question,
‘who or what?’ in the traditional complementsense (Bloor and Bloor, 1995:47). Nor is it something
which has an action done to it. But it performs a ‘slightly peripheral’ function in the clause (ibid:51).
It is grammatically optional to include it, as the sentence above could have ended with ‘… a jury who
accepted his defence.’ But it does provide an external reason –hence the ‘exophoric’ label - for an
action or process, ‘being acquitted’. Similarly, it could be a dependent factor on an action taking
place in the future:
The ‘public interest’ is a general concept of something which exists, is generally understood, but
which has contrasting definitions. It could only be a ‘participant’, that is, an element in the
ideational function of a clause, during a discussion about its definition, such as the example below:
Transitivity
Earlier I noted the frequency of the verb ‘be’used with the phrase. ‘Be’ is part of a verbal group,
made up of lexical verbs (open set) and auxiliary verbs (closed set), which is frequently represented
8. ET904-B: LEXIS AND GRAMMAR STUDENT ID: xxxxxxxx
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in clauses using the phrase. The Hallidayan concept of transitivity includes the function of process
types, as explained:
The process centres on that part of the clause that is realised by the verbal group, but it can
also be regarded as what goings-on are represented in the whole clause (Bloor and Bloor, 1995:120).
The phrase does appear to attract what can be described as ‘relational process’ types, although this
also contains difficulties:
The semantics of relational process is very complicatedand different sets of Participant roles
can be associated with different, more delicate categories of Relational Process. Out of context it is
often difficult, frequently impossible, to subclassify Relational Processes precisely (ibid:110).
Relational processes are, put simply, ‘being’ or ‘having’ verbs. Out of 647 concordance lines, 370
include a form of ‘to be’, while 66 include a form of ‘to have’ [Appendix R]. From this, we can
continue to build up collocated expressions, such as ‘to be in the public interest’. I earlier suggested
that the prepositional phrase, ‘in the public interest’, is a kind of circumstantial adjunct. This term is
usually reserved for showing when (time) and where (place) an action ‘goes on’. In an abstract sense
it tells us where the relational processes are taking place. When an action takes place it is frequently
said to ‘have’ or ‘be’in the public interest. Furthermore, in Hallidayan SFPCA functional terms,
relational processes frequently take an intensive complement, which fits the pattern of many
sentences featuring the phrase.
Discussion:
I began with some definitions of ‘public interest’. One frames the concept as having direct relevance
or importance, whilst the other, more ambiguous term, refers to a general interest. There is no UK
parliamentary definition, although meaning is often constructed vis-à-vis the ‘substantial harm’ test
or the ‘freedom of information’x
.I am interested in the how certain sections of the print media have
redefined what is ‘in the public interest’ as information quite removed from the original definition of
people having a right to know something because it affects them directly.
How the phrase behaves in this particular corpus, however, does not appear to change depending
on the definition used.The phrase seems to act significantly as an exophoric, circumstantial adjunct
as part of a relational process. It appears to position itself more towards the end of a sentence or
clause than at the beginning and forms a wider context for more specific actions to take place.
9. ET904-B: LEXIS AND GRAMMAR STUDENT ID: xxxxxxxx
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I earlier asked whether priming is involved in the way the phrase is used. It is possible, I would
suggest, that long exposure to the idea that something of general interest is ‘in the public interest’
has skewed the original meaning somewhat. The meaning associated with the phrase may have
changed over time. ‘Priming’ operates on a psychological, unintentional level and is concerned with
unintentional reproduction. This does not appear, however, to be the case with this phrase. It might
have certain behavioural characteristics, but it is questionable whether its behaviour is affected by
priming. That is not to say that priming does not take place for other lexis, which clearly it does.
i
The phrase, ‘in the public interest’, is frequently associated with the justifications of media
investigations and this is a topical issue in the UK, with the general ethics of the printed press,
currently being investigated under the Leveson Inquiry. This inquiry includes, amongst other
‘modules’, an inquiry into the relationships between the press and police and the extent to which
that has operated in the public interest. It is a ‘slippery concept’ and has been widely discussed at
the ongoing inquiry (see Appendix S for fuller quotes).
There is currently no parliamentary definition of ‘public interest’. Its definition is highly important as
it used in framing concerns over the justification for certain practices by the press, including
concerns on specific matters by the chairman:
I do entirely understand the significance of the issue and I recognise that it is likely to be in
the public interest that this be resolved in an orderly manner.
Lord Justice Leveson, 14 December 2011
The issue that Lord Justice Leveson is referring to in this particular quote is whether the Guardian
newspaper was accurate to describe ‘as fact’ that the News of the World had deliberately deleted
voice messages from the mobile phone of the murdered schoolgirl, Amanda ‘Milly’ Dowler.
Ideally, an analysis of a corpus which includes all UK newspapers, not a selection may produce
different interpretations of the phrase ‘public interest’ in order to justify its actions, but may not
produce differences in phrasal behaviour.
The way one politically oriented newspaper might be ‘primed’ to use the phrase may differ from the
way a differently oriented newspaper might be ‘primed’. If, by primed, we are concerned by the
psychological approach to the use of lexis, then surely this can include motivations, restrictions and
10. ET904-B: LEXIS AND GRAMMAR STUDENT ID: xxxxxxxx
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coercions on the part of a newspaper owner to the writer, say, an editor or a journalist. Indeed, my
own selections and interpretations might be influenced by the ‘priming’ that I have been exposed to.
ii
The Collins Wordbank is a large general corpus, with 22,620 documents containing 553,171,489 tokens.
51.80% of the text comes from newspapers, 27.54% from books, 11.12% from spoken sources and 7.91% from
magazines. Similarly, 52.31% of the texts relate to news. Source: Release Notes 2009.
iii
The Free Dictionary http://legal-dictionary.thefreedictionary.com/Public+Interest
iv
Macmillan Dictionary http://www.macmillandictionary.com/dictionary/british/public-interest
v
Standard settings are to search for a key word in the range: -5 to 5, minimum frequency in corpus: 5,
minimum frequency in given range: 3, by T-score and MI. Source: Release Notes 2009.
vi
The Mutual Information score expresses the extent to which observed frequency of co-occurrence differs
from what we would expect (statistically speaking). In statistically pure terms this is a measure of the strength
of association between words x and y. In a given finite corpus MI is calculated on the basis of the number of
times you observed the pair together versus the number of times you saw the pair separately.
MI does not work well with very low frequencies - the t-score provides a way of getting away from this
problem as it also take frequencies into account. The t-score is a measure not of the strength of association
but the confidence with which we can assert that there is an association. MI is more likely to give high scores
to totally fixed phrases whereas t-score will yield significant collocates that occur relatively frequently. In most
cases, t-score is the most reliable measurement.
vii
Word Sketch shows the words which typically combine with a chosen search term, and what their
grammatical relation is to the search term.
viii
For the purpose of this subcorpus (of 122,719,932 tokens), the results include the Independent, The Times,
The Sunday Times, The Sun and, interestingly, The News Of The World. It also includes four regional
newspapers - Glasgow Herald, Belfast Telegraph, Irish Times and Liverpool News. Source: Release Notes 2009.
ix
An attempt to carry out more specific searches for grammar, such as using the CQL (Coprpus Query
Language) box were thwarted by an software system error. Screenshot below.
x
Amongst other relevant pages on the parliamentary website, this committee, set up in 2011, has been set up
to look at the issue of defamation. Clause 2 asks the general public whether ‘public interest’ should be
defined. http://www.parliament.uk/business/committees/committees-a-z/joint-select/draft-defamation-
bill1/news/call-for-evidence/
11. ET904-B: LEXIS AND GRAMMAR STUDENT ID: xxxxxxxx
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REFERENCES:
BBC Newsnight:http://www.bbc.co.uk/iplayer/episode/b018b9kf/Newsnight_14_12_2011/.
Accessed on 14 December 2011.
Bloor, T and Bloor, M. (1995)The Functional Analysis of English: A Hallidayan Approach. London:
Arnold
Davis, N. (2011) at the Leveson Inquiry: http://www.guardian.co.uk/media/blog/2011/nov/29/leveson-
inquiry-nick-davies-paul-mcmullan-live#block-50. Accessed 17 December 2011.
Leveson Inquiry: Culture, Practice and Ethics of the Press: http://www.levesoninquiry.org.uk/
Collins WordbanksOnline(2009): ‘Corpus Concordance Sampler’Available at:
http://wordbanks.harpercollins.co.uk
Hoey, M (2005) Lexical Priming: A New Theory of words and language. London: Routledge.
Sinclair, J.M. (1991)Corpus, Concordance, Collocation in Hoey, M(2005) Lexical Priming: A New
Theory of words and language. London: Routledge.
Stubbs, M. (1996) Text and Corpus Analysis in Hoey, M(2005) Lexical Priming: A New Theory of
words and language. London: Routledge.
Appendix A:
12. ET904-B: LEXIS AND GRAMMAR STUDENT ID: xxxxxxxx
11
First page only (20 concordance lines) of an unfiltered search for ‘public interest’, across the whole
corpus, with default settings.
Appendix B:
13. ET904-B: LEXIS AND GRAMMAR STUDENT ID: xxxxxxxx
12
In the range: -5 to 5 In the range: -5 to 0 (collocating on the left)
Appendix C:
14. ET904-B: LEXIS AND GRAMMAR STUDENT ID: xxxxxxxx
13
Page 3 of 12 highlighting the collocate ‘The’ (capital letter) to show how the phrase ‘public interest’
commonly appears at the beginning and end of a sentence.
Appendix D:
Exclusively US literature found for the words ‘Research’ and ‘Group’.
15. ET904-B: LEXIS AND GRAMMAR STUDENT ID: xxxxxxxx
14
Appendix E:
Grammatical relationship of ‘public’ and ‘interest’
Appendix F:
16. ET904-B: LEXIS AND GRAMMAR STUDENT ID: xxxxxxxx
15
‘public interest’ filtered subcorpus: - Page 1 of 33
most popular collocates in the subcorpus.
Appendix G:
23. ET904-B: LEXIS AND GRAMMAR STUDENT ID: xxxxxxxx
22
Appendix S:
Extracts which quote the phrase, ‘public interest’ during one day of hearing at the Leveson Inquiry, 29
November 2012. Available at: http://www.levesoninquiry.org.uk/hearing/2011-11-29am/
and at: http://www.guardian.co.uk/media/blog/2011/nov/29/leveson-inquiry-nick-davies-paul-mcmullan-
live#block-50
24. ET904-B: LEXIS AND GRAMMAR STUDENT ID: xxxxxxxx
23
One view:
12.01pm:Nick Davies, of the Guardian, says in paragraph six of his statement that the concept of public interest
can be particularly "slippery". Expanding on this, he says in operational terms it's difficult because it's hard to
tell where the lines are supposed to lie. The answer is it would be all right if it's in the public interest but we
are stymied … very often it isn't clear and personally I would like it if somebody [set up] a public interest
advisory body that I, or a member of the public, could go to and could get high quality advice.
In the advent of a dispute I would be able to provide the advice and say 'this is what I was told'. I would have
something that was weighty in the event of a dispute.
12.03pm: In relation to the public interest, Davies says: I profoundly disagree that the News of the World had
a public interest in publishing the story about Max Mosley's sex life.
12.39pm: Davies' written statement expands on the reasons why he felt it would be a breach of privacy to
publish a story about a former minister's phone being hacked.The raw material for that story included details of
messages which had been exchanged between him and a woman friend. I argued that we should not publish
those messages - they were intrusive, and it was perfectly possible to expose the important point, that this
minister had been a victim, without breaching his privacy.
The same kind of balance was raised by the story of the hacking of MillyDowler's voicemail which I brought in
in July 2011. I was sure that it was a matter of public interest that should be revealed, but I had some concern
that publication would breach the Dowler family's privacy by exposing them to yet more publicity.
2.38pm: Davies is now discussing a story about David Blunkett's alleged relationship with a married woman. He
says he would not have published this because it was "prurient" and an "unjust invasion into his private
life"".However, as the journalists "dug in" to the story they did uncover something of public interest, which was
that Blunkett allegedly helped fast track a visa for the woman's nanny.
Alternative view:
2.54pm:Paul McMullan,the former News of the World deputy,worked on the "name and shame" paedophile
story which he says was one of the Rebekah Brooks's good ideas.McMullan offers his definition of public
interest:Circulation defines what is the public interest. I don't see it's the job of anyone else to force the public
to read this or that.I don't see it's our job to force the public to choose – 'You must read this and you can't read
that.'
3.12pm: McMullan says if he hacked David Beckham's phone – which he is not saying he did – it was in the
public interest. He also says an ordinary trick used by teenagers has been elevated into a national scandal about
phone hacking.