chapter 2 presentation

Chapter 2 Literature Review

Jul 10, 2014

1.87k likes | 3.92k Views

Chapter 2 Literature Review. WHAT IS LITERATURE REVIEW?. It is an account of what has been published on a research area It summarizes , synthesizes and evaluates (critiques) the studies reviewed It outlines a framework and a theoretical base of a research

Share Presentation

• easily recognizable
• global design networks
• conclusion section
• violent video games
• rose society

Presentation Transcript

Chapter 2Literature Review

WHAT IS LITERATURE REVIEW? • It is an account of what has been published on a research area • It summarizes, synthesizes and evaluates (critiques) the studies reviewed • It outlines a framework and a theoretical base of a research • It is defined by research objectives, issue/problem you are exploring • It is NOT just a description or summary of your readings.

SOURCESOFINFORMATION

PrimarySources Own experience/ opinion Others’experience/ opinion Interview Questionnaire Observation Experiment

referenceworks books journals Secondary Sources magazines newspapers newsletter brochures electronicresources

Citesources Avoidplagiarism

Source: wiki.noblenet.org

Taken from: info.library.unsw.edu.au

WARNING: In academic culture, plagiarism is a serious offense. Committing plagiarism can result in being expelled from a university. Therefore, it is in your best interest to learn CITING skills.

summarising quoting copying paraphrasing PLAGIARISM PLAGIARISM Without adequate documentation

WaystoUseSecondaryData Paraphrase Summarise Quote

Paraphrase/Summarise Table of main idea

QUOTING …iscopyingauthor’soriginalwordsand puttingtheminquotationmarks

QuotingGuide Lessthan40words incorporate intothetext Morethan40words useaseparate “block quotation”

Some Rules to In-Text Citation - Direct Quotation - • According to Jones (1998), "Students often had difficulty using APA style, especially when it was their first time" (p. 199).  • She stated, "Students often had difficulty using APA style" (Jones, 1998, p. 199), but she did not offer an explanation as to why.

Students often had difficulty using APA style, especially when it was their first time citing sources. This difficulty could be attributed to the fact that many students failed to purchase a style manual or to ask their teacher for help. (p. 199) Jones's (1998) study found the following: 

UsefulExpressionswhen Quoting/Paraphrasing/Summarising state find discover conclude review discover suggest list reveal illustrate claim analyse report show recommend maintain assume indicate

What is in-text citation? • According to Jones (1998), APA style is a difficult citation format for first-time learners. • APA style is a difficult citation format for first-time learners (Jones, 1998).

Reference List? • Strahan, D. (2009, September). A real waste of waste. Ecologist, (3), 2-4. • Kazmin, A. (2009, September 9). 'Politics of water' leaves Punjab in deep trouble. Financial Times. Retrieved from http://www.ft.com • Calfee, R. C., & Valencia, R. R.(1991). APA guide to preparing manuscripts for journal publication. Washington, DC: American Psychological Association.

Some Rules to In-Text Citation - Paraphrase/Summary - • A Work with One Author – use surname but do not include suffix (such as Jr.) or professional titles (such as Dr.) • As Resnick (1997) described in her adventure, the people of South Africa are committed to the future. • The people of South Africa are committed to the future (Resnick, 1997). • A Work with Two Authors - use both names each time the reference is cited; use & instead of “and” in the parenthetical citation, but do not substitute in the sentence. • Smith and Jones (2005) found … • As the research shows (Smith & Jones, 2005) …

Some Rules to In-Text Citation - Paraphrase/Summary - • A Work with 3, 4, or 5 Authors – use all authors for the first mention and the first author and et al. for subsequent referrals • Carey, Elfstrand, and Hijleh (2005) found … [first citation to this work] • As this study shows (Carey et al., 2005) … [all subsequent references to above work] • A Work with More than 6 Authors – use the first author and et al. and the year. • Gordon et al. (2009) showed … • As shown previously (Gordon et al., 2009) …

Some Rules to In-Text Citation - Paraphrase/Summary - • A Work with a Group as Author – corporations, associations, government agencies – use the full name in each citation unless the abbreviation is well known and is easily recognizable for locating the entry in the Reference list. • Rose Society (1999) or (Rose Society, 1999) [all citations to this work –no common abbreviation or acronym] • United Nations Children‟s Fund (2007) or (United Nations Children‟s Fund, 2007) [first citation] • UNICEF (2007) or (UNICEF, 2007) [subsequent referrals to this work –common acronym – reader would know to look for entry under United Nations Children‟s Fund in the Reference list]

Some Rules to In-Text Citation - Paraphrase/Summary - • A Work with No Author – instead of the author use the title or the first few words of the title (if the title is long). If the title is to a chapter, an article or a web page, put the words in quotes; if the title is to a book, a periodical, a brochure or report, use italics. • A study on internet use (“Survey Shows”, 2008)… [This is a web page from a web site; use quotation marks since work is a part of a whole] • The brochure Facts about HIV/AIDS (2009)… [Use italics since this is a whole work] • Secondary Sources – use only when unable to review the original work • Freeman’s work (as cited in Franklin, 2001) purports… [Franklin is listed in the Reference list]

Some Rules to Reference List • Publication date appears in parentheses, followed by a period. Use (n.d.) when no publication date is available • Italicize titles of whole entities - books, periodicals, brochures, films, reports, etc. - not chapters or article titles • Italicize volume numbers of magazines and journals, but not the issue number. • Electronic Sources not based on a Print Version • Use this statement – Retrieved MONTH DATE, YEAR, from URL

Some Rules to Reference List - Examples - • Magazine, newsletter, or journal article in print • Nayak, N. V. & Taylor, J. E. (2009, October). Offshore outsourcing in global design networks. Journal of Management in Engineering, 25, 177-184. • Strahan, D. (2009, September). A real waste of waste. Ecologist, (3), 2-4. • Twitter: a vampire that can legally suck the life out of you. (2009, September 21). Advertising Age, 80(31), 42.

Some Rules to Reference List - Examples - • Journal article retrieved online (web or database) – provide homepage URL of the journal, newsletter or magazine rather than electronic database information. • Clemmitt, M. (2009, October 9). Medication abuse. CQ Researcher, 19, 837-860. Retrieved July 6, 2009, from http://library.cqpress.com/cqresearcher/

Some Rules to Reference List - Examples - • Newspaper article in print and retrieved online– use p. or pp. for page numbers in a newspaper • Kazmin, A. (2009, September 9). 'Politics of water' leaves Punjab in deep trouble. Financial Times, p. 6. • Kazmin, A. (2009, September 9). 'Politics of water' leaves Punjab in deep trouble. Financial Times. Retrieved July 6, 2009, from http://www.ft.com

Some Rules to Reference List - Examples - • Entire book, print version • Belasco, W. J. (2007). Appetite for change: How the counterculture took on the food industry. Ithaca, NY: Cornell University Press. • Entire book, electronic version of a print book – electronic retrieval information replaces publication information. If DOI available, that is all that is needed. • Bohman, J. (2007). Democracy across borders: From Dêmos to Dêmoi. Retrieved July, 6 2009, from http://site.ebrary.com/lib/rit/docDetail.action? docID=10190463

Book chapter, article in edited book • Carll, E. K. (2008). Violent video games and aggressive behavior in children are linked. In Gerdes, L. (Ed.). Opposing Viewpoints: Violence. (pp. 6-21). Chicago, IL: American Library Association. • Unpublished Work • Lipkens, R. (1992). A behaviour analysis of complex human functioning: Analogical reasoning. Unpublished doctoral dissertation, University of Nevada-Reno, Nevada, USA.

Query • Conference/Proceedings? • Evers, G. & Isernberg, M. (2009, January). Reliability and validity of self-care agency scale. Paper presented at the International Nursing Research Conference, Washington, DC. • Evers, G. & Isernberg, M. (2009, January). Reliability and validity of self-care agency scale. In Bauer, B. (Ed.), Conceptual issues in family caregiving research: Proceedings of the International Nursing Research Conference (pp. 20-30). Washington, DC: University of Washington.

Online article with no page number: • Use abbreviation "para." followed by the paragraph number you are citing. When possible, specify a section of the article. • (Myers, 2000, para. 5) • (Beutler, 2000, Conclusion section, para. 1) • Presentation • Worral, P. S. & Levin, R. (2004, June). Developing a statewide research agenda. Presentation given at the biannual meeting of the American Nurses Association, Minneapolis, MN.

How Do You Cite a Google Book? • Students are starting to turn to the resource for their research. • The answer wasn’t immediately clear! • Ballard, J. N. (1998). The History of the U.S. Army Corps of Engineers. Washington: DIANE Publishing. p. 143. ISBN 0-7881-7666-8. Google Book Search. Retrieved on December 23, 2007

1. PARAPHRASING • Involve restating the ideas from a passage in your own words • Paraphrased text is usually the same length as the original

Example • Source It has long been known that Cairo is the most populous city on earth, butno-one knew exactly how populous it was until last month. – (Chan Kian Hwa, 2010) • Paraphrase Although Cairo according to Chan Kian Hwa (2010) has been the world's most heavily populated city for many years, the precise population was not known until four weeks ago.

The following stages may be useful: • Read and understand the text. • Make a list of the main ideas. • Find the important ideas - the important words/phrases. In some way mark them - write them down, underline or highlight them. • Find alternative words/synonyms for these words/phrases - do not change specialised vocabulary and common words.

Change the structure of the text. • Identify the meaning relationships between the words/ideas - e.g. cause/effect, generalisation, contrast. • Express these relationships in a different way. • Change the grammar of the text: change nouns to verbs, adjectives to adverbs, etc., break up long sentences, combine short sentences. • Rewrite the main ideas in complete sentences. Combine your notes into a piece of continuous writing.

Check your work. • Make sure the meaning is the same. • Make sure the length is the same. • Make sure the style is your own. • Remember to acknowledge other people's work.

METHODS OF PARAPHRASING • Look away from the source; then write. • Read the text you want to paraphrase several times—until you feel that you understand it and can use your own words to restate it. Then, look away from the original and rewrite the text in your own words. OR • Take notes. • Take notes; set the notes aside; then paraphrase from the notes.

If it still doesn’t work? This may mean that you don’t understand the passage completely. Then, you have to move to the next strategy: While looking at the source, first change (a) the structure, then (b) the words.

(a) Change the structure • Begin by starting at a different place in the passage, basing your choice on the focus of your paper. This will lead naturally to some changes in wording. • Focusing on specific people rather than abstractions will make your paraphrase more readable. • You might also break up long sentences, combine short ones, expand phrases for clarity, or shorten them for conciseness.

(b) Change the words • Use synonyms or a phrase that expresses the same meaning. • Leave shared language unchanged. • Some Examples of Shared Language You Don’t Need to Change: • Conventional designations: e.g., physician’s assistant, chronic low-back pain • Preferred bias-free language: e.g., persons with disabilities • Technical terms and phrases of a discipline or genre: e.g., reduplication, cognitive domain, material culture, sexual harassment

Exercise • There are reckoned to be over 4,000 plant species used by forest dwellers as food and medicine alone.  There are calculated to be more than 4,000 plant species utilised by forest inhabitants just as foodstuffs and drugs. • Memory is the capacity for storing and retrieving information. Memory is the facility for keeping and recovering data. • Research and publications are accumulating in each of the four fields of anthropology at an exponential rate.  Studies and books are gathering in all of the four areas of anthropology at a very fast speed. • It is worth looking at one or two aspects of the way a mother behaves towards her baby. It is useful to observe several features of how a mother acts when she is with her small child.

The Japanese government offered new homes to homeless people in Tokyo. • Homeless people in Tokyo were offered new homes by the Japanese government. • Unfortunate people without housing in Tokyo were given roofs to live under by the Japanese government.

Many parents in the program failed to recognise their children’s achievements. • Their children’s achievements failed to be recognised by parents in the program • Their children’s accomplishments failed to be acknowledged by parents in the course.

In American society, Introverts are outnumbered about three to one. As a result, they must develop extra coping skills early in life because there will be an inordinate amount of pressure on them to “shape up,” to act like the rest of the world. The Introvert is pressured daily, almost from the moment of awakening, to respond and conform to the outer world. Classroom teachers unwittingly pressure Introverted students by announcing that “One-third of your grade will be based on classroom participation.” From Otto Kroeger and Janet M. Thuesen, Type Talk: The 16 Personality Types that Determine How We Live, Love and Work. New York: Dell Publishing, 1989.

Possible Paraphrase • There are many more extroverts than introverts in America. This puts a lot of pressure on introverts to fit in and be like everybody else. Even in school, teachers add to this pressure by making class participation part of the student's grade. Consequently, introverts have to acquire additional skills to deal with these pressures.

Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final research paper. Probably only about 10 percent of the final manuscript should appear as directly quoted matter. Therefore, students should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47. • In research papers students often quote excessively, failling to keep quoted material down to a desirable level. Since the problem usually originates during note-taking, it is essential to minimize the material recorded verbatim in order to adhere to maximum of ten percent of directly quoted materials.

• More by User

Literature review

Literature review. IBC 464 http://library.spu.ac.th. Please answer these questions. 1 What are the criteria to be most successful in business? 2 Can business research help increase your business performance? How?. How to write a literature review. What is a literature review?

574 views • 10 slides

Literature Review

Literature Review. Peter R. McNally, DO, FACP, FACG University Colorado Denver School of Medicine Center for Human Simulation Aurora, Colorado 80045. Gilard M 1 , Arnaud B 2 , Cornily JC 1 , Le Gal G 3 , Lacut K 3 , Le Calvez G 2 , Mansourati J 1 , Mottier D 2 , Abgrall JF 2 , Boschat J 1 .

662 views • 21 slides

Literature Review. Research Paper Overview. Introduction Literature Review Model/Hypothesis Research Design Analysis and Assessment Conclusion. Purpose of Literature Review. Literature = scholarly body of work How have other scholars answered this question in generic and specific forms?

453 views • 12 slides

Literature Review – Part 2

Spring 2014. Literature Review – Part 2. Dr. Anjum Naveed Edited by: Dr. Peter Bloodsworth. This Week. Announcements Recap Gold Mining The literature review – part 2 How to review literature? How to read a paper / book? Reading groups Group activity. Announcements!!.

401 views • 25 slides

LITERATURE REVIEW

LITERATURE REVIEW. 2.1What is a “Literature Review”?. A literature review is an overview of research on a given topic and answers to related research questions Literature reviews are an important part of research and should be treated as such A well-written literature review:

6.73k views • 26 slides

Literature Review (Part 2!)

Literature Review (Part 2!). Week 8. Class Overview. What your literature review grade means In-class writing assignment Open questions discussion about literature reviews Common Literature Review Mistakes. One last reminder. Draft 1.2 is due on Tuesday, March 19 by 11:59:59.

517 views • 26 slides

Literature Review. Purpose. Foundation of ideas (classics and contemporary) Important themes and models (strands and examples) Touchstone: Meaningful work Comparison, setting the bar How does my works compare with influential works?. Two questions.

420 views • 6 slides

LITERATURE REVIEW . TAIWO ODUGUWA MBBS, FWACP Federal Neuropsychiatric Hospital Yaba Lagos. OUTLINE. INTRODUCTION/DEFINITION AIMS LITERATURE SEARCH SOURCES OF MATERIALS GUIDELINES THE WRITE UP CONCLUSION. INTRODUCTION/ DEFINITION.

761 views • 26 slides

Literature review :

DEMOCRATIZATION, QUALITY OF INSTITUTIONS AND ECONOMIC GROWTH Victor Polterovich, Vladimir Popov New Economic School, Moscow, [email protected] .

679 views • 45 slides

Literature review. RESEARCH METHOD FOR ACADEMIC PROJECT I. What is a literature review ?. A description of the literature relevant to a particular field or topic.

733 views • 14 slides

LITERATURE REVIEW. They lived in West Egg. CATEGORY 1 100 POINTS. Who were Nick and Gatsby?. CATEGORY 1 100 POINTS. THIS FAMILY LIVED ON HIMMEL STREET. CATEGORY 1 200 POINTS. Who were the Hubermans?. CATEGORY 1 200 POINTS. HE LIVED IN AN APARTMENT IN NYC DURING THE LATE 1940s AND 1950s.

633 views • 50 slides

Literature Review. Peter R. McNally, DO, FACP, FACG University Colorado Denver School of Medicine Center for Human Simulation Aurora, Colorado 80045. Bolin TD, Wong S, Ult GC, Crouch R, Engelman JL and Riordan SM.

475 views • 31 slides

Literature Review. Brought to you by the Center for Teaching and Learning. A successful literature review:. Synthesizes material from several sources on the same question/research topic.

355 views • 12 slides

Literature Review. Problems in the shelters. According to firsthand accounts from the homeless, many of these workers are largely motivated by their paychecks and not the people they are serving.

194 views • 7 slides

Literature Review. By: NIK ALOESNITA BT NIK MOHD ALWI (PhD.) Center for Modern Languages & Human Sciences Universiti Malaysia Pahang. Presentation Outline: What “Literature Review” is and its importance. Selecting resources and materials. Reading for literature review.

434 views • 17 slides

Literature Review. For Today:. Discussion: What is a literature review? Work shop of your rough draft Prep Assignment for Next Class Peer Critique. Tell me, class: What is a Literature Review ?. What is a Literature Review?:. Takes a position on the RESEARCH, not the topic.

515 views • 14 slides

LITERATURE REVIEW. What is LR?. A literature review discusses published information in a particular subject area, and sometimes information in a particular subject area within a certain time period.

956 views • 47 slides

Chapter 2 – Study of the Problem/Literature Review

Chapter 2 – Study of the Problem/Literature Review. MA in Curriculum and Instruction MGED Capstone Paper. Basic Outline for Chapter 2. Overview Problem Documentation Literature Review Causative Analysis Summary. Overview.

230 views • 7 slides

696 views • 57 slides

Literature Review. Xingwei Wang. What is a literature review. What is a literature review. summary of the sources a recap of the important information of the source. What is a literature review. synthesis a re-organization , or a reshuffling, of that information.

463 views • 35 slides

Literature Review. A Nondestructive Self-Reference Scheme for Spin-Transfer Torque Random Access Memory (STT-RAM) —— Yiran Chen, et al. Fengbo Ren. 09/03/2010. Background. STT-RAM: Spin Transfer Torque Random Access Memory Key memory device: magnetic tunnel junctions (MTJ)

263 views • 8 slides

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Chapter 2 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the data gathered from the written compositions of the 30 Linguistics and Literature students who were enrolled in Advanced Composition class. Each student had an entry with 8 to 10 sentences, accumulating a total of 261 sentences for the 30 students. This also discusses the (1) types of lexical cohesion, (2) types of occurrences of lexical cohesion, (3) and types of description present in the students' essays. Types of Lexical cohesion used by the students in their essays Descriptive method is used in the research in analyzing the types of lexical cohesion. The frequencies of occurrence of lexical cohesion found in the students' descriptive compositions were recorded according to its type: reiteration (repetition, synonymy, superordinate, general word); collocation (antonymy, meronymy, hyponymy, andco-hyponyms). The following tables of frequency in the succeeding pages would show the results. Table 1 presents the lexical cohesion found in the descriptive essays.

Related Papers

Research in Language

Goodluck Kadiri

This study investigated the use of lexical elements of cohesion in the essay writing of students of English as a Second Language. Two hundred essays of final year students of the University of Nigeria, Nsukka were collated and analyzed by the researchers in order to identify the lexical elements used to achieve cohesion in writing. The result showed that students used three lexical elements as postulated by Gutwinski in varying degrees in their writings. These include: repetition, synonyms, and lexical sets (collocations). Students tended to use more of repetitions and made minimal use of synonyms and lexical sets to achieve cohesion in writing. This has led to poorly written essays by students. It also implies that lexical cohesion elements should be taught in schools to enable students use them appropriately in writing.

The Role of Lexical Cohesion in Improving Twelfth Graders' Essay Writing Quality

Abdelhamid A . Khalil

The current study was conducted to examine the role of lexical cohesion in improving the quality of twelfth graders' essay writing. The study specifically aimed at examining the correlation between lexical cohesive devices (LCD) and the quality of written texts as well as investigating the barriers of employing these devices for twelfth graders. The context was a private American curriculum school in the UAE. The present paper adopted the quantitative correlational and the quantitative survey research approaches. Data were collected using document analysis of 30 twelfth graders' essays and an online survey attempted by 113 English teachers. Data were analysed using correlational statistics, multiple linear regression, and exploratory factor analysis. The results indicated that there was a significantly positive, moderate association between cohesive ties and students' essay scores. The results also demonstrated that there was a significantly linear relation between hyponyms and synonyms and students' writing scores although hyponyms had more effect on the writing score than synonyms. The findings of exploratory factor analysis identified three factors as major barriers encountered by learners while using lexical cohesion in their written texts including (1) lack of resources and instructions, (2) impact of L1 interference and (3) limited lexical awareness.

Hasia Marto

ELT in Focus

Hanif Adiantika

This study aims to investigate the use of lexical cohesion in students’ expository texts. It reveals thetypes of lexical cohesion employed by the students in their expository texts and the contribution oflexical cohesion to the text’ cohesion. This study employs qualitative research by using a case studydesign. Nine students of twelfth grade in a public senior high school in Kuningan regent, West Java,are chosen as the participants. The data in this study include the documents of students’ expositorytexts. The data are analyzed by using the concept of cohesive devices proposed by Halliday andHasan (1976). The findings show that there are two lexical cohesions identified in nine students’expository texts i.e. reiteration (covering i.e. antonymy, repetition, synonymy, meronymy, andhyponymy) and collocation. This study also indicates that lexical cohesion contribute to the processof keeping track of the participants and engaging the readers to the core argument of the text.Moreover, it...

Farhan Saputra

The type of this research is descriptive qualitative quantitative research. It is aimed to find out types of lexical cohesion used in the thesis discussion section and to know what is the most dominant lexical cohesion types used in the thesis discussion section. The objects of this study are 20 theses which conducted by English Department undergraduate students who graduated in August 2017 at Bengkulu University. In this research, the researcher collected the data by using checklist. Based on the data, the researcher gets the result that there are 997 lexical items found in 20 theses discussion section that used as research object. It was divided into six types named Repetition, Synonym, Antonym, Hyponym, Meronym and Collocation. They were categorized by Halliday and Hasan’s theory and supporting theory by Paltridge. Besides that, the researcher also found that the most dominant type of lexical item used by the thesis author is Repetition with 691 times from total of lexical cohesi...

Jurnal Pendidikan Progresif

hieronimus darong

Writing is considered a challenging skill for L2 learners of English regardless their proficiency level, particularly in terms of achieving coherence and text unity. Research has shown that most L2 learners usually underuse, misuse or overuse cohesive devices that are significantly responsible for maintaining cohesion and coherence in their essay writing. This study aims to investigate the use of lexical cohesive devices for 56 grade 9 L2 learners at an American curriculum school in Sharjah city, UAE. This paper focuses on identifying the frequency of occurrence of six lexical cohesive devices including repetition, synonyms, antonyms, hyponyms, meronyms and collocations in L2 students’ critical review essay writing. It also identifies the correlation between the number of lexical cohesive devices and the writing quality. Furthermore, the study attempts to find the main difficulties encountered by L2 learners regarding the use of lexical cohesive devices in writing. In order to achie...

IJHCS IJHCS

Abstract In EFL context, writing is the most difficult skill to master. Saudi students of English, find it very difficult to construct a coherent written essay in English. The difficulties lie not only in the poor organization, the inappropriate thesis statement, the inadequacy of providing examples and details, the limited vocabulary but also the misuse of cohesive devices. Cohesion and coherence are considered as the two important features of good writing. So much attention should be paid to generating and organizing ideas in general and to the role of cohesive devices in particular. This study will make an important contribution to the basic issue in educational research, as it will provide a description of cohesive devices used in descriptive compositions written by Saudi University Students majoring in English. It is expected that the study might help to determine the relation between the use of cohesive devices and the quality of writing. It also specifies the common characteristics that the students share with regard to the choice and use of cohesive devices. An understanding of students' use of cohesive devices can help pave the way for preparation of writing course materials and upgrading of teaching and learning process to best suit the learners of English in Saudi Arabia. The technique for eliciting information employed was an achievement test. A sample of 50 Saudi female students was asked to write essays in English that were assessed by the researcher. The students were all majoring in English in the third year. Halliday and Hassan's (1976) model was selected as the most comprehensive framework for the analysis of the cohesive features in the student's writing. Analysis of the data consisted of investigating the relationship of these devices with scores of writing. The study concluded by bringing together the key findings, recommendations for EFL teachers and suggested areas for further research. Keywords: Cohesive Devices, Cohesion and Quality Writing, Reference, Substitution, Ellipses, Conjunction, Lexical cohesion

Pioneer: Journal of Language and Literature

Hotmian Sagala

The article writing found in the Jakarta post is essential to understand, especially in learning English and to know the quality of the article. This study aimed to determine what type of lexical cohesion is most prevalent in Jakarta Post educational articles and why that type of lexical cohesion is prevalent in the first place. The researcher used Halliday and Hassan's theories about lexical cohesion, which is lexical cohesion divided into two kinds, namely reiteration and collocation. There are five types of reiteration: repetition, synonymy, antonym, meronym, and hyponym. This study was conducted using the qualitative method. Data analysis used Miles and Huberman's model (reduction, display, and verification). The outcomes were discovered. Repetition occurred in nine items, synonymy in five items, hyponymy in an item, antonym in an item, meronym in an item, and collocation in five items. The most dominant kind that was found is repetition, with nine items. It is more domi...

JURNAL LISDAYA

ahmad zamzam

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

Kamariah Yunus

Yaser Hadidi

International Journal of Multicultural and Multireligious Understanding

Mega Puspitasari

Roberto Henriques

muthia zahra

International Journal of Corpus Linguistics

Michaela Mahlberg

JOSEPHINE ALARCON

International Journal of Education, Psychology and Counseling

Anas H Alsariera

Zulfiqar Ahmad

Kismullah Muthalib

INFERENCE: Journal of English Language Teaching

Gustaman Saragih

Loquen: English Studies Journal

terry sulistyorini

Siti Wahyuni , Oom Syamsudin

nacif labed

saudin saudin

Abbas Sultan

mawardi amin

Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan

sarah azkia

Peerakorn Singchai

mehirt alemu

English Review: Journal of English Education

Magdalena Ngongo

nobuko tahara

Language Circle: Journal of Language and Literature

arif suryo priyatmojo

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• Houston Community College
• Eagle Online

• Steven Dessens
• Notes and Practice Problems
• CHEM 1411 - General Chemistry I (with lab)
• CHEM 1411 Powerpoints from Previous Textbooks
• CHEM 1411 Zumdahl PowerPoints

Chapter 2 - Atoms, Molecules, and Ions

To print or download this file, click the link below:

• My presentations

Auth with social network:

Download presentation

We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!

Presentation is loading. Please wait.

Burton's Microbiology for the Health Sciences Chapter 2

Published by MargaretMargaret Matthews Modified over 5 years ago

Similar presentations

Presentation on theme: "Burton's Microbiology for the Health Sciences Chapter 2"— Presentation transcript:

Observing Microorganisms Through a Microscope

Microscopy Do you want a footer?.

Copyright © The McGraw-Hill Companies, Inc. Permission required for reproduction or display. 1 The Study of Microbial Structure: Microscopy and Specimen.

Observing Microorganisms Through A Microscope

Chapter 3: Observing Microorganisms Through a Microscope

Laboratory Tools in Microbiology

Copyright © 2004 Pearson Education, Inc., publishing as Benjamin Cummings 1 Chapter 3 Observing Microorganisms Through a Microscope.

ERT107 MICROBIOLOGY FOR BIOPROCESS ENGINEERING Pn Syazni Zainul Kamal PPK Bioprocess.

Microbiology: What is a microbe?

Microscopy, Staining, and Classification

USE AND CARE OF THE MICROSCOPE LECTURE 1. MICROSCOPY u Light Microscopy: any microscope that uses visible light to observe specimens u Compound Light.

MICROSCOPES Light (visible) Fluorescent U-V Electron Monocular

Microscope.

Microscopy.

Microbiology Chapter 3 Microscopy and Staining. What’s on a Pinpoint? How many bacteria? How many are needed to start an infection? Sometimes as few as.

Copyright © 2011 Wolters Kluwer Health | Lippincott Williams & Wilkins Burton's Microbiology for the Health Sciences Chapter 2. Viewing the Microbial World.

Copyright © 2010 Pearson Education, Inc. Learning Objectives Observing Microorganisms Through a Microscope Chapter 3.

The 5 I’s of Culturing Microbes

Copyright © 2006 Pearson Education, Inc., publishing as Benjamin Cummings PowerPoint ® Lecture Slide Presentation prepared by Christine L. Case M I C R.

About project

© 2024 SlidePlayer.com Inc. All rights reserved.