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  • 801.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    Glocal Identities in a Postnationalist Ireland as Reflected through Contemporary Poetry2010In: Redefinitions of Irish Identity in the Twenty-First Century: A Postnationalist Approach / [ed] Gilsenan Nordin, Irene; Zamorano-Llena, Carmen, Brussels, Belgium: Peter Lang Publishing Group , 2010Chapter in book (Other academic)
  • 802.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    Imagining the Nation Differently: Redefinitions of Narratives of Identity in Contemporary Irish Writing2009In: 5th Global Conference "Pluralism, Inclusion and Citizenship: A Diversity and Recognition Project", Salzburg, Austria, 2009Conference paper (Refereed)
  • 803.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “‘In a place which is not a place’: The Poetics and Politics of Place in a Globalised Ireland as Reflected in Contemporary Irish Poetry”2007In: IASIL International Conference (International Association for the Study of Irish Literature), University College Dublin, Ireland, 2007Conference paper (Other academic)
  • 804.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “‘It’s time for some new coinage’: Derek Mahon’s Redefinition of Identity and the Memory of Place in a Postnationalist Context”2007In: Recovering Memory: Irish Representations of Past and Present. / [ed] Gilsenan Nordin, Irene; Friberg, Hedda; Ydig Pederse, Lene, Cambridge, United Kingdom: Cambridge Scholars Press , 2007, p. 98-114Chapter in book (Other academic)
  • 805.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “‘It’s time for some new coinage’: Derek Mahon’s Redefinition of Identity in a Postnational(ist) Irish Context”2005In: Fifth EFACIS Conference (European Federation of Associations and Centres for Irish Studies), Göteborg Universitet, Sweden, 2005Conference paper (Other academic)
  • 806.
    Zamorano-Llena, Carmen
    Dalarna University, School of Languages and Media Studies, English.
    “Making for Ithaca in Late Life: Representations of Successful Ageing in Anita Brookner’s A Start in Life and Brief Lives”2002In: The Aesthetics of Ageing: Critical Approaches to Literary Representations of the Ageing Process. / [ed] O'Neill, Maria; Zamorano-Llena, Carmen, Lleida, Spain: Edicions i Publicacions de la Universitat de Lleida , 2002, p. 163-74Chapter in book (Other academic)
  • 807.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “Mapping the Self in Fleur Adcock’s Poetry: From a Postmodernist Sensibility to Postmodern Feminism”1999In: Second Seminar on Postmodernism, Seville, Spain, 1999Conference paper (Other academic)
  • 808.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “Mapping the Self in Fleur Adcock’s Poetry: From a Postmodernist Sensibility to Postmodern Feminism”1999In: Philologia Hispalensis, ISSN 1132-0265, Vol. 13, no 2, p. 247-55Article in journal (Refereed)
  • 809.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    Multiculturalism and the Dark Underbelly of the Celtic Tiger: Redefinitions of Irishness in Contemporary Ireland2011In: Beyond Ireland: Encounters across Cultures / [ed] Friberg-Harnesk, Hedda; Porter, Gerald; Wrethed, Joakim, Oxford: Peter Lang , 2011, p. 85-100Chapter in book (Other academic)
  • 810.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “Multiculturalism and the Dark Underbelly of the Celtic Tiger: Redefinitions of Irishness in Contemporary Ireland”2008In: Fifth NISN Conference (Nordic Irish Studies Network), University of Vaasa, Finland, 2008Conference paper (Other academic)
  • 811.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “‘No such thing, Rosie, as a uniform Ireland’: Postnationalist Identity and Sites of Memory in the Latest Poetry of Seamus Heaney, Derek Mahon and Paul Durcan”2006In: Fifth NISN Conference (Nordic Irish Studies Conference), University of Aarhus, Denmark, 2006Conference paper (Other academic)
  • 812.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    ‘Our identity is our own instability’: Intercultural Exchanges and the Redefinition of Identity in Hugo Hamilton’s Disguise and Hand in the Fire2011In: 4th Global Conference on Interculturalism, Meaning and Identity, Prague, Czech Republic, 2011Conference paper (Other academic)
    Abstract [en]

    n 1997 Irish philosopher Richard Kearney published his seminal work Postnationalist Ireland: Politics, Culture, Philosophy, in which he argued for the need to revise the ideas and images that had shaped the understanding of the nation held by most modern Irish citizens. This re-examination of the nation-state was inspired by the influence of national socio-political experiences and by EU membership. In his re-examination of the national political and cultural imaginary, the Irish diaspora, with over 80 million people around the world claiming Irish ancestry, played a crucial role in reimagining the Irish nation as expanding beyond the limits of state nationalism. It is relevant to note, however, that Kearney’s new Ireland did not encourage a re-examination of the homogeneity of Irishness beyond a recognition of the “dual tradition” in Ireland. The ideological certainties on which the paradigm of the Irish nation rested were more evidently contested by the socio-economic and historical changes that Ireland has undergone since the second half of the 1990s. One of the main effects of the economic boom, popularly known as the Celtic Tiger, was the transformation of Ireland from a country of net emigration to a country of net immigration for the second time in its history. The consequent diversity in its social composition has evinced the instability of the nation-state and has effected the need to redefine inherited stable definitions of individual and collective identities. In this context, the work of Hugo Hamilton, Irish-born writer currently living in Germany and with a Gaelic-speaking father and a German mother, is highly relevant. The aim of this paper is to analyse how his two most recent novels, Disguise (2008) and Hand in the Fire (2010), explore the instability of personal and national identities as shaped by specific historical events that generate intercultural encounters with individual, national and global repercussions.

  • 813.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “Overcoming the Double Exile in Ireland: (Re)construction of ‘Inner-Scapes’ in Contemporary Irish Women’s Poetry”2001In: Third International EFACIS Conference (European Federation of Associations and Centres for Irish Studies), Aarhus, Denmark, 2001Conference paper (Other academic)
  • 814.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    Overcoming the Double Exile: (Re)construction of 'Inner-scapes' in Contemporary Irish Women's Poetry2004In: NIS: Nordic Irish Studies, ISSN 1602-124X, E-ISSN 2002-4517, Vol. 3, p. 157-167Article in journal (Refereed)
  • 815.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “Postnationalist Identity and Sites of Memory in the Latest Poetry of Seamus Heaney, Derek Mahon and Paul Durcan”2007In: Études Irlandaises, ISSN 0183-973X, E-ISSN 2259-8863, Vol. 32, no 2, p. 155-72Article in journal (Refereed)
  • 816.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “Recovering the Lost Land: A Postmodern Feminist Construct of Identity in the Poetry of Eavan Boland”2001In: Re-Interpretations of English: Essays on Literature, Culture and Film / [ed] Moskowich-Spiegel Fandiño, Isabel, A Coruña: Universidade da Coruña , 2001, p. 255-65Chapter in book (Other academic)
  • 817.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “Recovering the Lost Land: A Postmodern Feminist Construct of Identity in the Poetry of Eavan Boland”2001In: Third International Conference of English Philology, Universidade da Coruña, A Coruña, Spain, 2001Conference paper (Other academic)
  • 818.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “(Re)membering the Disembodied Verse: Constructs of Identity in Contemporary Irish Women’s Poetry”2002In: EACLALS Triennial International Conference (European Association of Commonwealth Language and Literary Studies), University of Copenhagen, Denmark, 2002Conference paper (Other academic)
  • 819.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “(Re)membering the Disembodied Verse: Constructs of Identity in Contemporary Irish Women’s Poetry”2008In: Bodies and Voices: The Force-Field of Representation and Discourse / [ed] Borch, Merete Falck; Knudsen, Eva Rask; Leer, Martin; Ross, Bruce Clunies, Amsterdam, Holland: Rodopi , 2008, p. 349-62Chapter in book (Other academic)
  • 820.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “‘The figures of the far past come back at the end’: Unmasking the Desired Self through Reminiscence in Late Adulthood in John Banville’s The Sea”2010In: Flaming Embers: Literary Testimonies on Ageing and Desire / [ed] Bureu Ramos, Nela, Peter Lang , 2010, Vol. 3Chapter in book (Other academic)
  • 821.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “The Former People in Contemporary Redefinitions of Irish Identity: Revisiting the Past from a Postnationalist Perspective in Dermot Bolger’s The Family on Paradise Pier”2006In: I International Conference on Nation and Identity in XIX and XX Centuries Literature in English, Universidad Católica de San Antonio, Murcia, Spain, 2006Conference paper (Other academic)
  • 822.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “The Human Dimension of History: Ageing and Death in (Re)presentations of the Irish Literary Imagination in Contemporary Irish Women’s Poetry”2003In: Fourth EFACIS conference (European Federation of Associations and Centres for Irish Studies, Universidade do Minho, Braga, Portugal, 2003Conference paper (Other academic)
  • 823.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “The Location of Identity in the Interstitial Spaces: The Poetry of Fleur Adcock in a Multicultural Britain”2000In: Annual ASNEL Conference (Association for the Study of the New Literatures in English), Aachen, Germany - Liége, Belgium, 2000Conference paper (Other academic)
  • 824.
    Zamorano-Llena, Carmen
    Dalarna University, School of Languages and Media Studies, English.
    “The Location of Identity in the Interstitial Spaces: The Poetry of Fleur Adcock in a Multicultural Britain”2001In: Journal of New Zealand Literature, ISSN 0112-1227, no 18/19, p. 161-72Article in journal (Refereed)
  • 825.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    The Location of the New Ireland: Redefinitions of Memory and Belonging in Sebastian Barry’s The Secret Scripture2011In: AEDEI conference (Spanish Association for Irish Studies), University of Oviedo, Spain, 2011Conference paper (Refereed)
  • 826.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    The Location of the New Ireland: Redefinitions of Memory and Belonging in Sebastian Barry’s The Secret Scripture and Hugo Hamilton’s Hand in the Fire2010In: 7th NISN conference (Nordic Irish Studies Network), University of Tromsö, Norway, 2010Conference paper (Refereed)
    Abstract [en]

    At the beginning of 2010 Julian Gough, one of the new generation of Irish writers, commenced in his blog a controversy on what he referred to as the backwardness” of the modern Irish literary novel. Gough lamented that many contemporary awardwinning Irish novels seemed to be anchored in the past and displayed a reluctance to grapple with modern themes and issues affecting contemporary Ireland. While a rapid examination of the Irish novels published by established Irish writers during the Celtic and post-Celtic Tiger era shows a great concern with the past, it is questionable that this preoccupation is unrelated to these writers’ present circumstances. As a number of sociologists and historians, such as Maurice Halbwachs, Paul Ricoeur and Pierre Nora, have suggested, memory, “subject to the dialectic of remembering and forgetting” (Nora 1996: 3), is as much influenced by external socio-historical processes as by internal psychological circumstances occurring at the individual level. The aim of this paper is to contend that Sebastian Barry’s The Secret Scripture and Hugo Hamilton’s Hand in the Fire show how the processes of remembrance and forgetting, crucial in the formation of a national sense of identity at the turn of the twentieth century, are reexamined thereby contributing to the construction of a multifaceted image of the new Ireland. In the context of the growing emphasis on Irish multiculturalism as a result of the growth in migration to Ireland that occurred during the Celtic Tiger era, Barry and Hamilton’s novels show, through the eyes of three narrators marked by various experiences of transculturalism, how the trope of memory is crucial to understanding contemporary formations of belonging in modern Ireland.

  • 827.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    The Location of the New Ireland: Redefinitions of Memory and Belonging in Sebastian Barry’s The Secret Scripture and Hugo Hamilton’s Hand in the Fire2010In: The 7th Biennial International Conference of the Nordic Irish Studies Network (NISN): The Island and the Arts, Tromso, Norway, 2010Conference paper (Refereed)
  • 828.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “The Salvage from Postmodernism: Nomadic Subjectivity in Contemporary Women’s Poetry in the British Isles”2003In: International Conference "Poetics of the Subject", University of Provence, Aix-Marseille I, Aix-en-Provence, France, 2003Conference paper (Other academic)
  • 829.
    Zamorano-Llena, Carmen
    Dalarna University, School of Languages and Media Studies, English.
    “Tradition and Contemporary British Poetry: The Role of Tradition in Perpetuating Gender Differences in British Poetry”1998In: Interpretations of English: Essays on Literature, Culture and Film / [ed] Moskowich-Spiegel Fandiñ, Isabel, A Coruña: Universidade da Coruña , 1998, p. 171-80Chapter in book (Other academic)
  • 830.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “Tradition and Contemporary British Poetry: The Role of Tradition in Perpetuating Gender Differences in British Poetry”1998In: Second International Conference of English Philology, Universidade da Corduña, A Coruña, Spain, 1998Conference paper (Other academic)
  • 831.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    Transnational Movements and the Limits of Citizenship: Redefinitions of National Belonging in Joseph O’Neill’s Netherland2011In: 6th Global Conference Pluralism, Inclusion and Citizenship, Prague, Czech Republic, 2011Conference paper (Other academic)
    Abstract [en]

    Scholars in globalisation studies coincide in regarding the increased volume and pace of the flow of people as one of the most dramatic changes that society has experienced in the last two decades. The number of migrants has reached peaks never experienced before. However, as globalisation analysts contend, the phenomenon of migration is not new, but what makes it different from previous migratory movements is “the scale and complexity of movement [whose] consequences have exceeded earlier predictions” (Papastergiadis 2000: 2). One of the most noticeable consequences of these transnational migratory movements is the redefinition of a traditional understanding of the nation as “an imagined political community [. . .] inherently limited and sovereign” (1983: 6), whose members regard themselves as sharing the same cultural roots and “an immemorial past” (1983: 11). These traditional definitions of the nation, in which cultural artefacts including literary works play an essential role, are implicitly based on the binary opposition of inclusion of its members of the same kin, and exclusion of those regarded as not sharing the same lore. However, the interconnected processes of globalisation and migration have destabilised these traditional definitions of the nation and, thereby, the foundations of the nation-state. In his novel Netherland (2008), Irish-born, multicultural and American citizen writer Joseph O’Neill presents a diverse group of characters resident in New York, marked by transnational movements, and who see their sense of personal and social identity shaken by the global repercussions of the 9/11 events. The aim of this paper is to analyse how Joseph O’Neill exposes the limitations imposed on individuals by a homogeneous understanding of national identity, inextricably intertwined with definitions of full-right citizenship, and how he suggests ways to redefine the nation and constructs of national belonging by recognising what Homi Bhabha has called the other within ourselves.

  • 832.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “‘Words we can grow old and die in’: Female Reconstructions of the Irish Literary Idiom in Eavan Boland’s Later Poetry”2003In: International Conference “The Art of Ageing: An Interdisciplinary, International Conference on the Phases of Life”, 2003Conference paper (Other academic)
  • 833.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    “‘Words we can grow old and die in’: Female Reconstructions of the Irish Literary Idiom in Eavan Boland’s Later Poetry”2005In: Women Ageing Through Literature and Experience / [ed] Worsfold, Brian, Lleida, Spain: Edicions i Publicacions de la Universitat de Lleida , 2005, p. 127-37Chapter in book (Other academic)
  • 834.
    Zamorano-Llena, Carmen
    Dalarna University, School of Humanities and Media Studies, English.
    Writing beyond the Nation: Philosophies of Migration and National Identity in Caryl Phillips’s Latest Work2010In: Across Borders Conference: Migration and Narration, Krosno, Poland, 2010Conference paper (Other academic)
  • 835.
    Zilliacus, Harriet
    et al.
    University of Helsinki.
    Paulsrud, BethAnne
    Dalarna University, School of Humanities and Media Studies, English. Stockholm University.
    Holm, Gunilla
    University of Helsinki.
    Essentializing vs. non-essentializing students' cultural identities: curricular discourses in Finland and Sweden2017In: Journal of Multicultural Discourses, ISSN 1744-7143, E-ISSN 1747-6615, no 2, p. 166-180Article in journal (Refereed)
    Abstract [en]

    This article examines how students' cultural identities are discursively constructed in the Finnish and Swedish national curricula for the compulsory school. The aim is to illuminate the manifold discourses on cultural identity which prevail within Nordic educational policy. The study employs a critical multicultural education and postcolonial perspective with a particular focus on essentialist and non-essentialist views of identity in the curricular discourses. Through discourse analysis, key terms such as 'cultural identity' and 'multicultural identity' as well as different aspects of cultural identities such as language, gender and religion are investigated. The results show diverging discourses, with distinct differences in their explicitness and implicitness in the two countries. A clear effort to see all students as having multi-layered and multicultural identities is evident in the Finnish curricular discourse whereas a more essentializing discourse emerges in the Swedish curriculum. We conclude with a discussion on the importance of addressing policy discourses on students' cultural identities in order to ensure non-essentialist and socially just teaching and educational practice.

  • 836.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    Contributions of the Michigan corpora to EAP research and teaching2019Conference paper (Refereed)
  • 837.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    Figurative and Non-figurative language2014In: The 2014 Metaphor Festival: Abstracts, printed version, 2014Conference paper (Refereed)
  • 838.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    In the world of discourse versus IRL: Reflections on reflexivity in digital communication2019Conference paper (Refereed)
  • 839.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    Invited review of Owtram (2010) “The Pragmatics of Academic Writing”2012In: The European English Messenger, ISSN 0960-4545, Vol. XXI, no 2Article, book review (Other academic)
  • 840.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    Mapping metadiscursive ‘you’ across genres: From research articles to teacher feedback2017Conference paper (Refereed)
    Abstract [en]

    This chapter takes the theme of metadiscourse across genres as a point of departure. To illustrate variation in the use of metadiscourse, reflexive uses of second person ‘you’ are examined in different genres, all of which represent academic discourse. The material includes university lectures, research articles, advanced university student essays and teacher feedback on student writing. The data is analysed both quantitatively, taking frequency into consideration, and qualitatively, taking discourse function into consideration. The extended units in which ‘you’ occurs are compared across genres to highlight the considerable variability of metadiscursive uses. One of the implications of the variation found—which was brought to the fore especially through the study of teacher feedback—is that our conceptualisations of metadiscourse are overly influenced by the type of data that have been in focus in research to date: highly visible written genres at the highly monologic end of the continuum. The metadiscourse in teacher feedback was found to be primarily about solving communication problems rather than organising the discourse and telling the reader how to respond to it. In fact, the feedback material is congruous with Roman Jakobson’s original conceptualisation of the metalinguistic function as solving communication problems.

  • 841.
    Ädel, Annelie
    Dalarna University, School of Languages and Media Studies, English.
    Metadiscourse2012In: Encyclopedia of Applied Linguistics / [ed] Chapelle, Carol A., Oxford: Wiley-Blackwell, 2012Chapter in book (Refereed)
  • 842.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    Metonymy in the semantic field of verbal communication: A corpus-based analysis of WORD2014In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 67, p. 72-88Article in journal (Refereed)
    Abstract [en]

    Language about language has been studied above all from the perspective of metaphor, neglecting metonymy. This study tests the hypothesis that metonymy is also central within the semantic field of communication. A bottom-up, empirical study of word—one of the most frequent nouns in English—was carried out, based on 4000 tokens from the British National Corpus. word was found to be highly figurative, with metonymic uses (55%) being considerably more frequent than metaphorical uses (24%), but with some overlap, and with the two forms of the lemma displaying different profiles. Although largely an abstract noun,word is even richer in figurative meaning than previously studied body part nouns. The core meaning of wordrefers to the grammatical word, but it is frequently extended through metonymy—and especially synecdoche—to stand for units of communication of varying scope; these are mapped out in the study. The metonymic meanings were found to be more conventionalized in nature than the basic meanings. Metonymy is shown to be a robust phenomenon that, at least in the semantic field of verbal communication, may be more significant than the vastly more-studied phenomenon of metaphor.

  • 843.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    "Not one word of it made any sense": Hyperbolic Synecdoche in the British National Corpus2016In: Nordic Journal of English Studies, ISSN 1654-6970, E-ISSN 1654-6970, Vol. 15, no 4, p. 1-23Article in journal (Refereed)
    Abstract [en]

    A distinct metonymic pattern was discovered in the course of conducting a corpus-based study of figurative uses of WORD. The pattern involved examples such as Not one word of it made any sense and I agree with every word. It was labelled ‘hyperbolic synecdoche’, defined as a case in which a lexeme which typically refers to part of an entity (a) is used to stand for the whole entity and (b) is described with reference to the end point on a scale. Specifically, the speaker/writer selects the perspective of a lower-level unit (such as word for ‘utterance’), which is quantified as NOTHING or ALL, thus forming a subset of ‘extreme case formulations’. Hyperbolic synecdoche was found to exhibit a restricted range of lexicogrammatical patterns involving word, with the negated NOTHING patterns being considerably more common than the ALL patterns. The phenomenon was shown to be common in metonymic uses in general, constituting one-fifth of all cases of metonymy in word. The examples of hyperbolic synecdoche were found not to be covered by the oftquoted ‘abbreviation’ rationale for metonymy; instead, they represent a more roundabout way of expression. It is shown that other cases of hyperbolic synecdoche exist outside of word and the domain of communication (such as ‘time’ and ‘money’).

  • 844.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    Pragmatics of discourse2016In: Discourse Studies, ISSN 1461-4456, E-ISSN 1461-7080, Vol. 18, no 2, p. 223-226Article, book review (Other academic)
  • 845.
    Ädel, Annelie
    Dalarna University, School of Languages and Media Studies, English.
    Qualitative analysis of overuse, underuse and equal use in learner corpus research: Learner writing and the textual distribution and rhetorical moves of a linguistic pattern [invited talk]2013Other (Other academic)
  • 846.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    Remember that your reader cannot read your mind: Problem/solution-oriented metadiscourse in teacher feedback on student writing2017In: English for specific purposes (New York, N.Y.), ISSN 0889-4906, E-ISSN 1873-1937, Vol. 45, p. 54-68Article in journal (Refereed)
    Abstract [en]

    Feedback on student writing is a common type of discourse to which university teachers dedicate much time. A pilot corpus of feedback—40,000 words representing five teachers’ comments on 375 student texts—was investigated for metadiscourse, defined as reflexive expressions referring to the evolving discourse, the writer-speaker, or the audience. The overarching question concerned how visible the writer, reader and current text were. To help determine how the feedback data may be unique, comparisons were made to previous studies investigating metadiscourse in other types of academic discourse, both written (university student proficient L1 writing and university student L2 writing) and spoken (university lectures). The feedback data had considerably higher proportions of metadiscourse and the overall frequency of metadiscourse was exceptionally high. The student reader (‘you’) was considerably more visible than the teacher writer giving feedback (‘I’). The material involved large quantities of references to the text, e.g. ‘here’ used to indicate trouble spots. Previously studied data have resulted in a view of metadiscourse as prototypically discourse-organising, but the metadiscourse in feedback is instead problem/solution-oriented, serving the metalinguistic function and aiming to solve communication problems. The findings have led to a revision of the model of metadiscourse in which the roles of the writer, audience and text are multidimensional rather than one-dimensional. © 2016 Elsevier Ltd

  • 847.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    Review of Egan, Thomas and Dirdal, Hildegunn (eds). 2017. Cross-linguistic Correspondences: From Lexis to Genre2018In: Nordic Journal of English Studies, ISSN 1654-6970, E-ISSN 1654-6970, Vol. 17, no 2, p. 247-254Article, book review (Refereed)
  • 848.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    Review of Salazar, Danica. Lexical Bundles in Native and Non-native Scientific Writing: Applying a Corpus-Based Study to Language Teaching2016In: International Journal of Learner Corpus Research, ISSN 2215-1478, E-ISSN 2215-1486, Vol. 2, no 1, p. 125-129Article, book review (Other academic)
  • 849.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    Selecting quantitative data for qualitative analysis: a case study connecting a lexicogrammatical pattern to rhetorical moves2014In: Journal of English for Academic Purposes, ISSN 1475-1585, E-ISSN 1878-1497, Vol. 16, p. 68-80Article in journal (Refereed)
    Abstract [en]

    Learner corpus research involves studying large collections of data to achieve a certain degree of representativeness, which means that it is often not doable to examine a full set of data qualitatively. An important issue, then, is how to select a subset for further qualitative analysis. This study illustrates a selection method, taking quantitative results as a starting-point, for a qualitative study of a lexicogrammatical pattern. Three configurations are examined, involving not only statistically significant differences (overuse and under-use), but also similarities (equal use). What is studied is the anticipatory it pattern ("It is however important to interpret these findings with caution") in apprentice writing in linguistics by learners and native speakers of English. The method yielded 463 tokens in 62 learner and 82 native-speaker essays. The research questions were (i) What are the connections between the selected subpatterns of anticipatory it and specific rhetorical moves? and (ii) Are there indications of learner behaviour in the connections between subpatterns and rhetorical moves? Most subpatterns were found to be specialised for a few moves. The two groups mostly used the subpatterns for the same rhetorical work, but the learners used important and clear subpatterns for a greater range of moves. 

  • 850.
    Ädel, Annelie
    Dalarna University, School of Languages and Media Studies, English.
    The latest word on figurative language: Metonymy trumps metaphor in the domain of communication2012In: SLE 2012. Stockholm University. Book of abstracts, 2012, p. 6-6Conference paper (Refereed)
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