Reiteration means saying something several times. As a lexical device for achieving cohesion, it is shown in three ways. Reiteration includes not only the repetition of the same lexical item but also the occurrence of a related item, which may be anything from a synonym or near synonym of the original to a general word. Reiteration can be categorized as follow: (a) the same word (b) synonym or near synonym, (c) a superordinate or (d) a general word (Halliday and Hasan, 1976).
In Martin's (1992) discussion reiteration is regarded as the occurrence where lexical cohesion " . . .[does] not depend on identity of reference; patterns of word occurrences which by themselves give a separate, purely lexical dimension of internal cohesion of a text" (Halliday and Hasan 1976, p.282).
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Antonymy includes another type of lexical cohesion in which cohesion is provided by the selection of an item which is opposite in meaning to a preceding lexical item.
Ali received a letter from bank yesterday. He will send answer next day.
Hoey (1991) argues that lexical cohesion is the single most important form of cohesion, accounting for something like forty percent of cohesive ties in texts. He continues that various lexical relationships between the different sentences making up a text provide a measure of the cohesiveness of the text. The centrality and importance to the text of any particular sentence within the text will be determined by the number of lexical connections that sentence has to other sentences in the text.
Cohesion and coherence, two important textual elements (Halliday and Hasan, 1976; Halliday, 2000, have long been recognized as important features of 'good' writing. A text has textual features which collectively constitute its 'texture' and distinguish it from non-text. 'Cohesion' of which lexical devices are sub-type helps bring about a semantic continuity and is very important to deal with in reading
Most of the time repetition is used to add emphasis, however, the kind of repetition seen in One Fish, Two Fish is mostly for drama or entertainment. Dr. Seuss writes, "One fish / Two fish / Red fish / Blue fish. / Black fish / Blue fish / Old fish / New fish" (Seuss). As you can see, fish is the repetitive word here and it appears on the end of every line. This is known as epistrophe. (Jobe and Stevens). Isocolon is another form of repetition found in this book. Isocolon can be described as, "repetition of the same grammatical structure in two or more phrases or clauses" (Jobe and Stevens). A prime example of isocolon as seen in One Fish, Two Fish is, "This one has a little star / This one has a little car" (Seuss). Almost the whole line is repeated except for the last word which makes these two lines
Structure is essential for both literary text and informative text. The informative text provides facts laid out in
Moreover, to emphasize some important instances and clarify the message, Magnus delicately and predominantly also uses repetition. In fact, he also uses a poetic
There are several examples of repetition present throughout her argument, but there is one phrase in
o An example is “business is business.” The 1st business invokes denotes the transaction under discussion and the 2nd invokes the connotations of the word.
Anchor standard 3: Analyze how and why individuals, event, and ideas develop and interact over the course of a text.
The two types of mental representations of content differ in the functionality and qualities of these representations. Verbatim representations relate to the specificities of information directly. Simply put, verbatim representations in the memory function similarly to when someone is to quote a person, verbatim, that is, to include what was said, exactly as the person said it. In comparison, gist representations in memory correlate to a higher level of processing said mental representations, meaning that the gist of content is extracted from the representation to derive a conceptual meaning void of exacting specificities found in verbatim based processing. These memories are more vague and qualitative and interpretive based on emotion, education, culture, experience, worldview, and numeracy (Reyna talk). Gist representations function beyond linguistics in music, pictures, graphs, numbers, and events (Chick & Reyna, 2012).
In Chapter 8, the author Marquis R. Nave illustrates how important sentence structure is by pointing out a few important things when forming sentences adequate to use in your writing. He starts by saying that lucid and efficacious word usage to form sentences in writing becomes vital when you need to write papers in a higher education institution. Once the scholar grabs control of his or her ability to communicate their message to the reader lucidly and efficaciously they gain the power to an improved and ordered thought process. Now a person can start to search for new ways of using dialectal to communicate their message in a way not usual to the norm. A scholar only has the power to govern their writing when they correctly put together
The transitional phrases lead the reader into the next paragraph by maintaining their attention with concepts from the previous one.
It is important to bring to light the reasons for such repetition. Lucas states, “Each word it chosen and placed to achieve maximum impact” (Lucas 2). The list of charges against King George is surprisingly nonviolent in that “the tone of the works selected to address certain subjects constitutes a meaningful indication of the elevated moral character of the authors and their audience and, as such, is as much an intended teaching of the written work as are the subjects addressed” (Sorenson 223). Even though the king is unjust and cruel, Mr. Jefferson remains reserved in his choice of words as to not disrupt “elevated and refined moral sensibilities of the authors and the audience” says Sorenson (223). Alliteration in the piece including “British brethren”, “time to time,” “common kindred” etc. is “fortified by the heavy repetition of medial and terminal consonants” and “contributes greatly to harmony, cadence and eloquence of the Declaration” (Lucas7). Repetition plays a large role in making the Declaration easy to read and helps with the flow of verbiage giving the power not to the document itself, but to Mr. Jefferson and the skill of
Galbraith, John K. "The Dependence Effect." Language of Composition. Boston; New York: Bedford/St. Marten’s, 2008. 477-479. Print.
From what I have discussed above, I assert that a phrase is not only composed by two subphrases sometimes. In addition, a group of subphrases form a higher hierarchical phrase should has the functional utilities. The functional utilities could be accorded with either the process of the development of the music, or echo of two portions. Last but not least, the composer through elaboration, rhythmic diminishing, and overlapping to form phrases to a higher hierarchical phrase.
When an essay is scattered, it exposes the author’s difficulty to construct the paper which will cause the reader trouble to understand the main ideas of the author. Although there are errors in my introduction and conclusion, my body paragraphs display the organizational patterns that should have been used throughout the essay. For example, paragraph four starts with a clear main point, provides relevant information with two separate examples, and then ends by linking it all to the thesis statement. By providing a well-structured paragraph, the reader was able to read with ease and follow the flow of my idea. When the time comes for writing another timed essay, I will remember to create an essay with easy movement by referring to the M.E.A.L structure.
Fromkin, V., Rodman, R., & Hyams, N. (2003). An introduction to language (7th ed.). Boston: Heinle.
At this level, the investigation specifically targets the linguistic dimension of discourse: phonological (stress, pitch, volume, intonation) or graphical structures (headlines, bold characters, layout); syntactic structures (word order, topicalization, clausal relations, split constructions); semantic structures (explicit vs. implicit, implications – insinuations, vagueness, presuppositions, allusions, symbolism, collective symbolism, figurativeness, metaphorism); pragmatics (intention, mood, opinion, perspective, relative distance); formal structures (idioms, sayings, clichés, set phrases, language patterns); logic and composition of the discourse (argumentation – strategy, types, cohesion,