Sentences with phrase «of oral discourse»

It shows, for example, how the language typical of the oral discourse among a group of friends is different from a formal oral presentation; how the language of an oral presentation is different from a written report or argument; or how the language of science is different from the language of literature.

Texts (such as written gospels or letters) recited or orally composed in Christian worship harkened back to the immediacy of oral discourse.

Not exact matches

What many folks seem to encourage jovially are rival bickering between young blooded humanists who banter about incessantly never judging their owned amorous infidelities and always trivializing the bitterness of others» written and even oral wordage... «I am what I am Sam» are the earmarks of standalone infidels who dare not seek the fidelities of devotional humanisms flavored austerities emanating with frugal discourse above the plainness of written and / or spoken dysenteries... «Bite the bullet» antagonists on both young sides might never find frugally endorsed concessions nor open their doors ever so gently...

What form criticism undertakes is to get back behind the written Gospels and their sources to the oral tradition as it circulated prior to the writing down of any account of the «mighty works,» the sayings, the parables, or the discourses of Jesus.

(10) At least two occurrences of this condition may be differentiated in the movement from oral discourse to the reading of a text.

In further detail Robert Funk has analyzed the parable and the epistle as oral speech.33 It will not take a lengthy exposure to such studies of the lively modes of discourse used by Jesus and the early Christian evangelists to cause the average preacher to look upon his own standardized sermon outline with a new lack of appreciation.

The electronic age with its offering of a wide variety of ways to present the human voice has commanded new attention to oral language.1 Perhaps the ascendancy of science and the domination of the scientific method has created such a restricted view of language that a reaction in favor of more dimensions to language is to be taken simply as clear testimony to a general degeneration of meaningful discourse, a degeneration in which the church figures prominently.

This material, partly oral, partly written, was already in circulation in the communities before the composition of the Gospels, and it consisted of narratives, sayings, and other bits of discourse (including the parables), and the Passion story.

More specifically, the researchers 1) examine possible differences by classroom, school, and literacy models; 2) explore the relationship between observable features of the classroom literacy environment and children's literacy growth during the first grade year; 3) characterize the variability in the levels of teacher understanding of the chosen literacy model and of early literacy development; and 4) assess whether there are qualitative differences in children's oral discourse skills and writing skills with the school's chosen model of literacy instruction.

The CALS construct is defined as a constellation of the high - utility language skills that correspond to linguistic features prevalent in oral and written academic discourse across school content areas and that are infrequent in colloquial conversations (e.g., knowledge of logical connectives, such as nevertheless, consequently; knowledge of structures that pack dense information, such as nominalizations or embedded clauses; knowledge of structures for organizing argumentative texts) Over the last years, as part of the Catalyzing Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core academic language skills (CALS - I) for students in grades 4 - 8.

For example, when one engages in an activity of a certain KS in a certain context (like categorizing different types of trees) particular linguistic features associated with that KS are used: vocabulary in relation to types of trees (deciduous, coniferous), syntactic structures signaling taxonomic or part - whole relations (Y is a type of...), and discourse devices that connect sentences together to make the whole text — oral or written — coherent in expressing the content meaning of how trees are categorized.

At the University of Houston, art history students are encouraged to develop fully their skills in the critical analysis of art and visual culture, and to communicate their insights effectively through writing and oral discourse.