This document provides an outline of Rhetorical Structure Theory (RST). It begins by defining RST as a theory of text organization that analyzes how parts of a text relate to each other functionally. The document then discusses key aspects of RST, including its principles, relation types (subject matter and presentational), graphical representations, and how to perform an RST analysis. It provides examples to illustrate various relation types like circumstance, motivation, and evidence. The document concludes by noting some issues with RST and implications for its applications in areas like writing research and natural language generation.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
The paper deals with the scope of linguistic description. It thus highlights the idea of idealization and how models of linguistic descriptions rely thoroughly on abstracting linguistic data.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
The paper deals with the scope of linguistic description. It thus highlights the idea of idealization and how models of linguistic descriptions rely thoroughly on abstracting linguistic data.
Identification of Rhetorical Structure Relation from Discourse Marker in Beng...idescitation
Rhetorical Structure Theory (RST) has been in
constant research for a number of years. The different parts
of a text are called text spans. RST helps in organizing these
text spans. These text spans are connected with each other by
Discourse markers. In this paper, we are exploring the
possibility of realizing some RST relations (CONTRAST,
SEQUENCE and PARALLEL) from multi-nuclear sentences
in Bengali Language with the help of the semantic structure
of the sentences and the discourse markers. We present a rule
based approach for comprehending the RST relations from
the discourse markers in Bengali Language.
Identification of Rhetorical Structure Relation from Discourse Marker in Beng...idescitation
Rhetorical Structure Theory (RST) has been in
constant research for a number of years. The different parts
of a text are called text spans. RST helps in organizing these
text spans. These text spans are connected with each other by
Discourse markers. In this paper, we are exploring the
possibility of realizing some RST relations (CONTRAST,
SEQUENCE and PARALLEL) from multi-nuclear sentences
in Bengali Language with the help of the semantic structure
of the sentences and the discourse markers. We present a rule
based approach for comprehending the RST relations from
the discourse markers in Bengali Language.
Jak zwiększyć wartość testów jednostkowych?
Michał Kopacz, Łukasz Wróbel
Czy wiecie, jak zdefiniować czym są "dobre" testy jednostkowe? Główną obiektywną miarą ich jakości jest poziom pokrycia kodu testami. Tylko czy to wystarczy? Wprowadzając w RST zasadę 75% pokrycia kodu testami wiedzieliśmy, że samo kryterium liczbowe to za mało. Można przecież napisać testy dające 100% pokrycia, ale nie zawierające żadnej asercji. Nie chcąc bazować wyłącznie na poziomie pokrycia kodu, postanowiliśmy zebrać nasze doświadczenia w pisaniu testów jednostkowych i zorganizowaliśmy dla naszych zespołów deweloperskich warsztaty. Jeżeli chcesz się dowiedzieć: jak nazywać testy i nadawać im czytelną strukturę, co to znaczy "testowalny kod", jak się uchronić przed kruchością testów, czy też jaka jest różnica między pisaniem testów przed i po implementacji, to zobacz prezentację, w której dzielimy się zdobytą wiedzą i przykładami omawianymi na warsztatach.
Lecture 1st-Introduction to Discourse Analysis._023928.pptxGoogle
Introduction to discourse analysis
What is discourse?
What is discourse Analysis?
Paradigms in linguistics
Cohesion and Coherense
Types of written discourse
Types of spoken discourse
Text and discourse
Scope of discourse analysis
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
4. Rhetorical Structure Theory
(Mann, Matthiessen, and Thompson ‘89)
“Rhetorical Structure Theory can be
defined as a theory of text
organization that has led to areas of
application ahead of discourse
analysis and text generation”
(Taboada and Mann, 2005)
“A linguistic theory of how text “hangs
together” (Mann & Thompson, 1983).
5. Definition of RST
It is a linguistically useful method for
describing natural texts, characterizing
their structure primarily in terms of
relations that hold between parts of
the text.
6. Why RST?
It defines hierarchic structure in text.
It describes the relation between text
parts in functional terms, identifying
both the transition point of a relation
and the extent of the items related.
It provides comprehensive analyses
rather than selective commentary.
It is insensitive to text size, and has
been applied to a wide variety of sizes
of text.
7. Several studies used RST
Descriptive RST has been used as an analytical tool
for a wide range of text types. Noel (1986), for
example, shows how it can be used to characterize
news broadcasts.
Descriptive RST lays a foundation for studies in
contrastive rhetoric. Cui’ s analysis of Mandarin and
English essay (Cui,1985) is an example.
RST is also useful in analyzing narrative discourse.
Kumpf (1986) is a study of interlanguage of Japanese
and Spanish speakers.
Finally, it provides a framework for investigating
Relational Prepositions, which are unstated but
inferred prepositions that arise from the text structure
in the process of interpreting texts. Since coherence
depends on these prepositions, RST has been useful
in study of text coherence.
8. Areas of application
Computational linguistics
Cross-linguistic studies
Dialogue and multimedia
Discourse analysis, argumentation
and writing
9. Applications
Writing research
◦ How are coherent texts created
◦ RST as a training tool to write effective texts
Natural Language Generation
◦ Input: communicative goals and semantic representation
◦ Output: text
Rhetorical/discourse parsing
◦ Rendering of a text in terms of rhetorical relations
◦ Using signals, mostly discourse markers
Corpus analysis
◦ Annotation of text with discourse relations (Carlson et al. 2002)
◦ Application to spoken language (Taboada 2004, and references in Taboada and Mann 2006)
Relationship to other discourse phenomena
◦ Between nuclei and co-reference
For more applications :
◦ Taboada, Maite and William C. Mann. (2006). Applications of Rhetorical Structure Theory. Discourse
Studies, 8 (4), 567-588.
10. Principles
• Coherent texts consist of minimal units,
which are linked to each other through
rhetorical relations.
- Rhetorical relations also known, in other
theories, as coherence or discourse
relations.
• There must be some relation holding
among the different parts of the text.
11. Relations
• Most of the relations have two parts:
• a nucleus and a set of one or more
satellites.
• Some spans are more central to the text’s
purpose (nuclei), whereas others are
secondary (satellites).
• The nucleus is necessary but any
satellites are optional.
• Spans are joined into discourse relations.
• Spans that are in a discourse relation may
enter into new relations.
12. Relation Types
• Mann and Thompson propose a
set of over 20 relations.
• They distinguish subject matter
relations (informational) and
presentational relations
(intentional) , a division roughly
corresponds to the semantic-
pragmatic dichotomy.
• There are Multinuclear Relations,
as well. If there are nuclei more than
one, the relationship is called
14. Multinuclear Relations
There are also multi-nuclear relations:
Contrast
Joint
List
Multinuclear restatement
Sequence
Conjunction
Disjunction
15. Relation Types
Subject Matter Relations
Those whose intended effect is that the
hearer
recognize the relation in question.
They relate the content of the text spans.
16. Circumstance
It holds between two parts of a text if
one of the parts establishes a
circumstance or situation, and the
other part is interpreted within or
relative that circumstance or situation.
“Probably the most extreme case of
Visitors Fever I have ever witnessed
was a few summers ago, when I
visited relatives in the Midwest.”
17. Example: Circumstance
“[N] Probably the most extreme case of
Visitors Fever I have ever witnessed was
a few summers ago,
[S] when I visited relatives in the
Midwest.”
The satellite in a Circumstance relation
sets a framework, e.g., a temporal or
spatial framework, within which to
interpret the nucleus. This function has
been grammaticized in English in the
form of circumstantial hypotactic clauses
(M&T 1987:48)
19. Example: Elaboration
[Your teacher may tell you lots of ways to
keep your eyes from nearsightedness.]
[Such as keep thirty centimeters from
your eyes to the table,]
[and not to read books when it’s dark.]
The second and third clauses are linked
through the relationship of ‘joint’ because
one is added to the other and jointly
modify the first sentence by elaborating
its meaning (‘elaboration’).
23. Sequence
Multinuclear
Peel oranges, and slice crosswise.
• Across sentences:
1. Peel oranges, 2. and slice crosswise. 3. Arrange in a bowl 4.
and sprinkle with rum and coconut. 5. Chill until ready to
serve
24. Volitional Cause
(a) George Bush supports big business.
(b) He’s sure to veto House Bill 1711.
26. Subject Matter Relations
Solutionhood: N is a situation or method
supporting full or partial satisfaction of the
need. S is a question, request, problem,
or other expressed need
Purpose: S presents goal of the activity
in N
Nonvolitional-result: N: a situation; S:
another situation which is caused by that
one, but not by anyone’s deliberate action
Condition : S presents precondition for
N
28. Presentational Relations
Those whose intended effect is to
increase some inclination in the hearer;
such as the desire to act or the degree of
positive regard for, belief in, or acceptance
of the nucleus.
More rhetorical in nature. They are meant
to achieve some effect on the reader.
30. Motivation
(Mann & Thompson, 1993)
Relation name: Motivation
• Constraints on N:
Presents an action (unrealized with respect to N) in which
the
hearer is the actor.
• Constraints on S: None
• Constraints on S+N
Comprehending S increases the hearers desire to perform
the
action presented in N.
• Effect:
The hearer’s desire to perform the action presented in N i
31. Motivation
Motivation relates any utterance which
expresses the speaker’s desire that
the hearer performs some action (the
nucleus) with material which will justify
the requested action(the satellites).
1) Come to the party for the new
president.
2) There will be lots of good food.
• A motivation relation exists between 1
and 2
32. Motivation
S: (a) Come home by 5:00. (b) Then we
can go to the hardware store before it
closes. (c) That way we can finish the
bookshelves tonight.
(a)
(a) (b) (c)
(b) (c)
motivation motivation
condition
condition
33. Background
N: text whose understanding is being
facilitated
S:text for facilitating understanding
35. Evidence
N: claim.
S provides evidence for something claimed in N.
They know, therefore, that one of the ten people on
the island was not a murderer in any sense of the
word, and it follows, paradoxically, that that person
must logically be the murderer. (Christie 2003:315)
The first unit (They know, therefore… any sense of the
word) is related to the second unit (and it follows… be the
murderer) by means of an ‘evidence’ tie between the first
unit and second unit.
That is to say, the first unit functions as the evidence fo
the second unit. The relations, units and direction of effect
are all decided by the analyst (Bateman and Delin
2006:590).
36. Example: Evidence
Constraints on the Nucleus
◦ The reader may not believe N to a degree
satisfactory to the writer
Constraints on the Satellite
◦ The reader believes S or will find it
credible
Constraints on the combination of N+S
◦ The reader’s comprehending S increases
their belief of N
Effect (the intention of the writer)
◦ The reader’s belief of N is increased
41. So long as Conditional
To Purpose
• What is more Elaboration
The text is constructed on a thesis-
antithesis relation; first 9 units are
thesis, the rest is antithesis.
42. Other possible classifications
Relations that hold outside the text
◦ Condition, Cause, Result
vs. those that are only internal to the text
◦ Summary, Elaboration
Relations frequently marked by a discourse marker
◦ Concession (although, however); Condition (if, in case)
vs. relations that are rarely, or never, marked
◦ Background, Restatement, Interpretation
Preferred order of spans: nucleus before satellite
◦ Elaboration – usually first the nucleus (material being elaborated on) and
then satellite (extra information)
vs. satellite-nucleus
◦ Concession – usually the satellite (the although-type clause or span)
before the nucleus
43. Other classifications are possible, and longer and
shorter lists have been proposed
Relation names (M&T 1988)
Circumstance Antithesis and Concession
Solutionhood Antithesis
Elaboration Concession
Background Condition and Otherwise
Enablement and Motivation Condition
Enablement Otherwise
Motivation Interpretation and Evaluation
Evidence and Justify Interpretation
Evidence Evaluation
Justify Restatement and Summary
Relations of Cause Restatement
Volitional Cause Summary
Non-Volitional Cause Other Relations
Volitional Result Sequence
Non-Volitional Result Contrast
Purpose
44. Relation Name Nucleus Satellite
Antithesis ideas favored by the author ideas disfavored by the author
Background text whose understanding is being facilitated text for facilitating understanding
Circumstance
text expressing the events or ideas occurring in the
interpretive context
an interpretive context of situationor time
Concession situation affirmed by author situation which is apparently inconsistent but also affirmed by author
Condition
actionor situationwhose occurrence resultsfrom the
occurrence of the conditioning situation
conditioning situation
Elaboration basic information additional information
Enablement an action information intended to aid the reader in performing an action
Evaluation a situation an evaluative comment about the situation
Evidence a claim information intended to increase the readerÕ
s belief in the claim
Interpre
tation a situation an interpretation of the situation
Justify text information supporting the writerÕsright toexpress the text
Motivation an action information intended to increase the readerÕ
s desire toperform the action
Non-volitional Cause a situation anothersituationwhich causes that one, but not by anyoneÕ
s deliberate action
Non-volitional Result a situation anothersituationwhich is caused by that one, but not by anyoneÕsdeliberate action
Otherwise (anti
conditional)
actionor situationwhose occurrence resultsfrom the
lack of occurrence of theconditioning situation
conditioning situation
Purpose an intended situation theintent behind the situation
Restatement a situation a reexpression of thesituation
Solutionhood a situation or method supportingfull or partial
satisfactionof the need
a question, request, problem, or other expressed need
Summary text a short summary of that text
Volitional Cause a situation anothersituationwhich causes that one, by someoneÕsdeliberate action
Volitional Result a situation anothersituationwhich is caused by that one, by someoneÕs deli
berate action
More RST relations
45. Graphical representation
A horizontal line
covers a span of text (possibly
made up of further spans
A vertical line
signals the nucleus or nuclei
A curve
represents a relation,
and the direction of
the arrow, the direction
of satellite towards
nucleus .
46. Schemas
motivation enablement sequence sequence
circumstance contrast
joint
• They specify how spans of text can co-
occur, determining possible RST text
structures
47. How to do a RST analysis
RST provides a systematic way for an analyst to
annotate a text.
1. Divide the text into units
• Unit size may vary, depending on the goals of the
analysis
• Typically, units are clauses (but not complement
clauses)
2. Examine each unit, and its neighbours. Is there a clear
relation holding between them?
3. If yes, then mark that relation (e.g., Condition)
4. If not, the unit might be at the boundary of a higher-
level relation. Look at relations holding between larger
units (spans)
5. Continue until all the units in the text are accounted for
6. Remember, marking a relation involves satisfying all 4
fields (especially the Effect). The Effect is the plausible
intention that the text creator had.
48. Example
An analysis is usually built by reading the text and
constructing a diagram that resembles Figure 1.
This is a title and summary, appearing at the top of
an article in Scientific American magazine
(Ramachandran and Anstis, 1986). The original
text, broken into numbered units, is:
1. [Title:] The Perception of Apparent Motion
2. [Abstract:] When the motion of an intermittently
seen object is ambiguous,
3. the visual system resolves confusion
4. by applying some tricks that reflect a built-in
knowledge of properties of the physical world.
The main way in which one unit becomes
connected to another is by adding an RST relation
to the diagram
50. Example
1) Lactose and Lactase
2) Lactose is milk sugar; 3) the enzyme
lactase breaks it down.
4) For want of lactase most adults
cannot digest milk.
5) In populations that drink milk the
adults have more lactase, perhaps
through natural selection.
6) Norman Kretchmer, Scientific
American, page 70, October 1972.
51. The text:
1) Lactose and Lactase
2) Lactose is milk sugar; 3) the enzyme lactase breaks it down.
4) For want of lactase most adults cannot digest milk.
5) In populations that drink milk the adults have more lactase, perhaps through natural
selection.
6) Norman Kretchmer, Scientific American, page 70, October 1972.
(http://www.sfu.ca/rst)
52. Some issues
Problems in identifying relations
◦ Judgments are plausibility judgments. Two analysts might
differ in their analyses
Definitions of units
◦ Vary from researcher to researcher, depending on the level
of granularity needed
Relations inventory
◦ Many available
◦ Each researcher tends to create their own, but large ones
tend to be unmanageable
A theory purely of intentions
◦ In contrast with Grosz and Sidner’s (1986), it does not
relate structure of discourse to attentional state. On the
other hand, it provides a much richer set of relations.
53. Some Problems with RST
(Moore & Pollack 1992)
How many Rhetorical Relations are
there?
How can we use RST in dialogue as
well as monologue?
RST does not allow for multiple
relations holding between parts of a
discourse
RST does not model overall structure
of the discourse
54. Conclusion
The last twenty years or so of
development and use of RST provide us
with three types of contributions:
a better understanding of text,
a conceptual structure of relations and
how it relates to coherence, and
contribution to a great diversity of work in
several fields in which RST is used as a
conceptual starting point, far beyond text
generation, the initial target (Taboada
and Mann, 2005).
55. Implications
RST may be used to
provide a general way to describe the
relations among clauses in a text,
whether or not they are grammatically
or lexically signalled;
describe or understand the structure
of texts, and to link rhetorical structure
to other phenomena, such as
anaphora or cohesion, and
analyze narrative discourse.
56. References
Alexander,,M., 2009). Rhetorıcal Structure And Reader Manıpulatıon In Agatha Chrıstıe’s Murder
On The Orıent Express. (Miscelánea: a journal of english and american studies 39 , 13-27.
Carlson, Lynn, Daniel Marcu and Mary Ellen Okurowski. (2002). RST Discourse Treebank,
LDC2002T07 [Corpus]. Philadelphia, PA: Linguistic Data Consortium.
Grosz, Barbara J. and Candace L. Sidner. (1986). Attention, intentions, and the structure of
discourse. Computational Linguistics, 12 (3), 175-204.
Gruber H. and Huemer B., (2008). Two Views on Text Structure: Using Rhetorical Structure
Theory and Register & Genre Theory in Improving Students’ Academic Writing. Systemic
Functional Linguistics in Use. Odense Working Papers in Language and Communication vol. 29
Mann, William C., Christian M.I.M. Matthiessen and Sandra A. Thompson. (1992). Rhetorical
Structure Theory and text analysis. In W. C. Mann and S. A. Thompson (Eds.), Discourse
Description: Diverse Linguistic Analyses of a Fund- Raising Text (pp. 39-78). Amsterdam and
Philadelphia: John Benjamins.
Mann, William C. and Maite Taboada. (2007). RST Web Site. Retrieved July 2008, from
http://www.sfu.ca/rst
Mann, William C. and Sandra A. Thompson. (1988). Rhetorical Structure Theory: Toward a
functional theory of text organization. Text, 8 (3), 243-281.
Mann, W. C. & Thompson, S. A. 1987. Rhetorical Structure Theory: a Theory of Text Organisation.
ISI Reprint Series ISI/RS–87–190. Marina del Rey (CA): Information Sciences Institute.
Skoufaki, S., (2009) An Exploratory Application of Rhetorical Structure Theory to Detect
Coherence Errors in L2 English Writing: Possible Implications for Automated WritingEvaluation
Software. Computational Linguistics and Chinese Language Processing Vol. 14, No. 2, 181-204
Taboada, Maite. (2004). Building Coherence and Cohesion: Task-Oriented Dialogue in English and
Spanish. Amsterdam and Philadelphia: John Benjamins.
Taboada, Maite and William C. Mann. (2006a). Applications of Rhetorical Structure Theory.
Discourse Studies, 8 (4), 567-588.
• Taboada, Maite and William C. Mann. (2006). Rhetorical Structure Theory: Looking back and
moving ahead. Discourse Studies, 8 (3), 423-459.
• Yeh C.C. (2004). The Relationship of Cohesion and Coherence: A Contrastive Study of English