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Colleagues may be interested in the special issue of the Journal of EAP, celebrating the work of Michael Halliday and Systemic Functional linguistics. In particular I published a Research into Practice paper in that issue on pedagogical treatments of theme-rheme https://doi.org/10.1016/j.jeap.2019.100769. I also wrote about pedagogical approaches to theme-rheme in the handbook for teachers EAP Essentials https://www.garneteducation.com/product/eap-essentials-a-teachers-guide-to-principles-and-practice-second-edition/, in Chapter 2 on text analysis and incorporated these principles into two coursebooks for students Access EAP: Foundations & Frameworks https://www.garneteducation.com/category/english-for-academic-purposes/access-eap/. My main point in all of these publications is that these concepts are actually quite easy to grasp for learners with quite low language proficiency but a sophisticated understanding of research communication in their own language. Olwyn Alexander www.eap-essentials.com<http://www.eap-essentials.com> From: European Association for the Teaching of Academic Writing - discussions <[log in to unmask]> On Behalf Of Mary Ellen Kerans Sent: 26 May 2020 15:00 To: [log in to unmask] Subject: Re: Many thanks for all your replies, plus anadiplosis to generate flow. Helen, I'm pretty sure we'd all "advise" using "anadiplosis" (theme-rheme progression in my parlance) when it helps. It's eye-opening for developing authors to realize that's what they're doing when they're revising at their best. So I think it should be explicitly taught more often than it is. But it doesn't fix everything that might be wrong with a paragraph (the level we've been talking about). And it's not the only resource available. There's paralellism (which isn't just on the phrase level, though it's often taught as if it were). There are trusty linking strategies (first.... second...). English relies a great deal on lexical ties and formal ties between word roots. And languages differ in their "criteria for excellence" for internal reasons -- Romance and other languages with a lot of number/gender ties might rely less than English on lexical ties, for instance, possibly explaining why some paragraphs look "unconnected" to me but not to the author I'm working with. (Not sure -- ask a native speaker of those languages.) That's off the top of my head. I bet others who are more studious can think of more. On Tue, May 26, 2020 at 1:19 PM helen.kotthoff <[log in to unmask]<mailto:[log in to unmask]>> wrote: Hello everyone, This ‘endless’ email chain is getting exciting (if I have understood the definition of anadipolis correctly). “Do you all advise using anadiplosis or do you have other techniques to improve flow?” Thanks for the question! This most recent turn in topics, "anadipolis" or in other words, “the effective system of information ordering” as explored by Siepmann, Gallagher et al. in Writing in English: A Guide for Advanced Learners (2008 edition, page 108, UTB), is of fundamental importance to our very own literacy skills and we are all actively relying on it (as well as of course plenty of other literacy tools) to ‘make meaning’ here in this very email chain, in this very text. To offer context, academic users of EL, whether native OR non-native, share necessary skills and knowledge on all literacy proficiency levels. https://lexically.net/wordsmith/corpus_linguistics_links/Anglistik_2009_nativeness_89_R%c3%b6mer.pdf More specifically, if language is a meaningful code system, then the ability to de- and en-code it are essentially based on knowledge shared both by the encoder, the writer/speaker and decoder, the reader/listener. (Marie M. Clay The Early Detection of Reading Difficulties Heinemann 1979) Anadipolis, or “the effective system of information ordering” is one of these essentials. I would argue that the conscious, deliberate identification of these skills and knowledge as ‘transferable’ , unlocks them for us and they become indispensable tools in our quest to making meaning both in our reading and writing. "Regardless of what it's called, this is one of the fundamental tools for creating cohesion in a text. An author drafts and revises to create this cohesion gradually andfairly unconsciously (though it can be conscious too)." …. Thanks for this, a delight to engage with. Best wishes and thanks to all, stay safe, Helen Wishart-Kotthoff (formerly Freiburg University English Department, Albert-Ludwigs Universität, Germany) Sent with ProtonMail<https://protonmail.com> Secure Email. ‐‐‐‐‐‐‐ Original Message ‐‐‐‐‐‐‐ On Monday, 25. May 2020 19:26, Susan Mitchell <[log in to unmask]<mailto:[log in to unmask]>> wrote: My favourite example is from Shakespeare: 'My conscience hath a thousand several tongues. And every tongue brings in a several tale. And every tale condemns me for a villain.' [Richard III] From: Harbord, John (LK) <[log in to unmask]<mailto:[log in to unmask]>> Sent: 25 May 2020 15:34 To: 'Susan Mitchell' <[log in to unmask]<mailto:[log in to unmask]>> Subject: RE: Many thanks for all your replies, plus anadiplosis to generate flow. Prime technique, I use it a lot, and thanks for the term – I never knew it was called anadiplosis. John From: European Association for the Teaching of Academic Writing - discussions <[log in to unmask]<mailto:[log in to unmask]>> On Behalf Of Susan Mitchell Sent: Monday, May 25, 2020 4:13 PM To: [log in to unmask]<mailto:[log in to unmask]> Subject: Many thanks for all your replies, plus anadiplosis to generate flow. Hi Everyone, Many thanks for all your extremely interesting replies. Perhaps the most fascinating thing is just how passionate we all are about the work we do. I thought I would move the discussion on (unless people want to discuss the previous topics further) to getting academic text to flow and to have direction. I usually advise the occasional use of anadiplosis where a word or phrase appears at the end of one sentence and the beginning of the next. Thus: Without anadiplosis Several approaches are required to solve this problem. There are lots of apparent differences with these approaches but they are all qualitative and this is what they have in common. With anadiplosis To solve this problem we require several approaches. These approaches appear to be very different but they have one thing in common – they are all qualitative. Another use of anadiplosis is that it allows the writer to discuss something in further detail. (In the previous anadiplitic sentence we are not only told that there are several approaches but also something about them.) I find that if writers never discuss anything in any more detail than anything else the writing becomes quite flat. Nothing stands out and nothing grabs the readers’ interest. Do you all advise using anadiplosis or do you have other techniques to improve flow? With very best wishes, Susan _________________________________________________________________ To unsubscribe login to https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=EATAW You find the 'Unsubscribe' button in the blue 'Options bar' _________________________________________________________________ To unsubscribe login to https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=EATAW You find the 'Unsubscribe' button in the blue 'Options bar' _________________________________________________________________ To unsubscribe login to https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=EATAW You find the 'Unsubscribe' button in the blue 'Options bar' -- Mary Ellen Kerans Barcelona, SPAIN _________________________________________________________________ To unsubscribe login to https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=EATAW You find the 'Unsubscribe' button in the blue 'Options bar' ________________________________ Founded in 1821, Heriot-Watt is a leader in ideas and solutions. 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