One day, beautiful new dresses arrived at the house. While her stepsisters, no matter how splendid and elegant their clothes, were still clumsy, lumpy and ugly and always would be. Cinderella, even dressed in old rags, was a lovely girl. The cat said, “Miaow“, which really meant, “Cheer up! You have something neither of your stepsisters has and that is beauty.” It was quite true. That’s why everybody called her Cinderella.Ĭinderella used to spend long hours all alone talking to the cat. Only when evening came was she allowed to sit for a while by the fire, near the cinders. No dresses, only her stepsisters’ hand-me-downs. But, for the poor unhappy girl, there was nothing at all. Nothing was too good for them – dresses, shoes, delicious food, soft beds, and every home comfort. All her kind thoughts and loving touches were for her own daughters. Her stepmother didn’t like her one little bit. Her mother was dead and her father had married a widow with two daughters. Once upon a time there lived an unhappy young girl. In this part, discussion deals with the analyzing of reference, ellipsis and substitution and conjunction in written discourse: Cinderella story. For our purposes, these grammatical links can be classified under three broad types: reference, ellipsis/substitution, and conjunction. We begin by looking at grammatical cohesion, the surface marking of semantic links between clauses and sentences in written discourse, and between utterances and turns in speech. We shall be looking at what discourse analysts can tell us about contextualized uses of structures and grammatical items, and considering whether grammar teaching needs to broaden or shift its orientations to cover significant areas at present under-represented in grammar teaching. But we shall be arguing that structuring the individual utterance, clause and sentence, structuring the larger units of discourse and creating textual coherence are ultimately inseparable. Nothing we shall say will undermine the importance of grammar in language teaching on the contrary, this takes as a basic premise that without a command of the rich and variable resources of the grammar offered by a language such as English, the construction of natural and sophisticated discourse is impossible. But we shall attempt to relate them to a probably less familiar set of terms: theme, rhyme, anaphoric and so on, in orders to make the link between grammar and discourse. Discourse analysts study language in use: written texts of all kinds, and spoken data, from conversation to highly institutionalized forms of talk. In discourse analysis and grammar much of the discussion will use terms that are common in language teaching: clause, pronoun, adverbial, conjunction, and so on, and we shall be using them in familiar ways. Discourse analysis is concerned with the study of the relationship between language and the contexts in which it is used.
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