Metadiscourse and Natural Language Generation

Publications pertinent to metadiscourse and textbooks and lectures include: The Rhetoric of Textbooks: Metadiscourse by Avon Crismore, Marzieh Tofigh and Maryam Yavari, A Comparative Study of Metadiscourse Resources in Introduction Section of Introductory and Scholarly Textbooks by Davud Kuhi, The Semantics and Pragmatics of Metadiscourse by Elly Ifantidou and Metadiscourse: Exploring Interaction in Writing edited by Ken Hyland.

Publications pertinent to metadiscourse, rhetorical stance and engagement include: The Rhetorical Stance by Wayne C. Booth, Evaluation in Text: Authorial Stance and the Construction of Discourse edited by Susan Hunston and Geoffrey Thompson, Stance and Engagement: A Model of Interaction in Academic Discourse by Ken Hyland, Corpus Informed Discourse Analysis: The Case of Academic Engagement by Ken Hyland, The Empirical Study on the Use of Metadiscourse in Argumentative Writing by Chuan Liu, Evidentials, Argumentation, and Epistemological Stance by Ellen L. Barton and Stance and Engagement in Pure Mathematics Research Articles: Linking Discourse Features to Disciplinary Practices by Lisa McGrath and Maria Kuteeva.

Publications pertinent to figurative language, epistemological stance and instructional rhetoric include: The Role of Metaphors and Images in the Learning and Understanding of Mathematics by Bernard Parzysz, Angela Pesci and Christer Bergsten, Using Metaphor Analysis to Explore Adults’ Images of Mathematics by Lim C. Sam, Using Metaphors to Unpack Student Beliefs about Mathematics by Amélie G. Schinck, Henry W. Neale, David K. Pugalee and Victor V. Cifarelli and Could Metaphorical Discourse be Useful for Analysing and Transforming Individuals’ Relationship with Mathematics by Angela Pesci.

Publications pertinent to sentiment and rhetoric include: Towards Emotional Variation in Speech-based Natural Language Generation by Michael Fleischman and Eduard Hovy, Affective Natural Language Generation by Fiorella de Rosis and Floriana Grasso, Emotional Speech Synthesis: A Review by Marc Schröder and Vocabulary Choice as an Indicator of Perspective by Beata Beigman Klebanov, Eyal Beigman and Daniel Diermeier.

Publications pertinent to metadiscourse, rhetorical structure, topicality and relevance include: Text-structuring Metadiscourse, Intonation and the Signalling of Organisation in Academic Lectures by Susan E. Thompson, Topic Segmentation of Dialogue by Jaime Arguello and Carolyn Rosé, Topic Shift Markers in Asynchronous and Synchronous Computer-mediated Communication (CMC) by Michaela Zitzen, Metadiscourse in Academic Speech: A Relevance-theoretic Approach By Marta Aguilar, Topicality Reconsidered: A Multidisciplinary Inquiry into Topical Relevance Relationships by Xiaoli Huang, Relevance and Goal-focusing in Text Processing by Matthew T. McCrudden and Gregory Schraw, Exploring How Relevance Instructions Affect Personal Reading Intentions, Reading Goals, and Text Processing: A Mixed Methods Study by Matthew T. McCrudden, Joseph P. Magliano and Gregory Schraw and The Effect of Relevance Instructions on Reading Time and Learning by Matthew T. McCrudden, Gregory Schraw and Gretchen Kambe, Directives: Argument and Engagement in Academic Writing by Ken Hyland, An Empirical Study of the Role of Metadiscourse in Listening Comprehension by Wu Sa, Metadiscourse and Reading Comprehension: The Effects of Language and Proficiency by Vahid Parvaresh and Majid Nemati, Influence of Questions on the Allocation of Attention during Reading by Ralph E. Reynolds and Richard C. Anderson and Adverbials of Result: Phraseology and Functions in the Problem–Solution Pattern by Maggie Charles.

Publications pertinent to reading, interest and comprehension include: The Four-Phase Model of Interest Development by Suzanne Hidi and K. Ann Renninger, Sources of Situational Interest by Gregory Schraw, Roger Bruning, and Carla Svoboda, Situational Interest and its Impact on Reading and Expository Writing by Suzanne Hidi and Valerie Anderson, The Effects of Readers’ Goals on Inference Generation and Memory for Texts by Paul van den Broek, Robert F. Lorch, Tracy Linderholm and Mary Gustafson, Interest, Inferences, and Learning from Texts by Virginia Clinton and Paul van den Broek, Exploring the Nature of the Relation between Interest and Comprehension by Tan B. Tin, The Effects of Text-based Interest on Attention and Recall by Mark A. McDaniel, Paula J. Waddill, Kraig Finstad and Tammy Bourg, Effect of Interest on Attention and Learning by Larry L. Shirey and Ralph E. Reynolds, Topic Interest, Text Representation, and Quality of Experience by Ulrich Schiefele, Interest, Learning, and Motivation by Ulrich Schiefele, Strategies for Stimulating the Motivation to Learn by John M. Keller, Stimulating Curiosity to Enhance Learning by Graham Pluck and Helen L. Johnson, Using Instructional Design Strategies to Foster Curiosity by Marilyn P. Arnone and Strategies for Increasing Text-based Interest and Students’ Recall of Expository Texts by Suzanne Hidi and William Baird.

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