Publishing Partner: Cambridge University Press CUP Extra Publisher Login

New from Cambridge University Press!


Revitalizing Endangered Languages

Edited by Justyna Olko & Julia Sallabank

Revitalizing Endangered Languages "This guidebook provides ideas and strategies, as well as some background, to help with the effective revitalization of endangered languages. It covers a broad scope of themes including effective planning, benefits, wellbeing, economic aspects, attitudes and ideologies."

E-mail this page

We Have a New Site!

With the help of your donations we have been making good progress on designing and launching our new website! Check it out at!
***We are still in our beta stages for the new site--if you have any feedback, be sure to let us know at***

Dissertation Information

Title: Text Organisation Across Languages: A study of multi-word discourse markers in English, French and German academic and journalistic texts with implications for the teaching of writing and translation Add Dissertation
Author: Dirk Siepmann Update Dissertation
Email: click here to access email
Institution: Iowa State University, English Department
Completed in: 2002
Linguistic Subfield(s): Applied Linguistics;
Subject Language(s): English
Director(s): Dieter Wolff

Abstract: The study reported here falls into two parts.

The core aim of Part I is to establish a taxonomy of multi-word discourse markers in English, German and French and to describe their use in continuous text across the three idioms. The author begins by defining the term 'multi-word discourse marker'. Then he provides a broad overview of text organisation across languages. He proceeds to investigate what ideas multi-word discourse markers can express, and what functions they serve. Finally, he looks at the problems attendant upon their translation. A wide variety of corpus sources is laid under contribution with a view to building up a comprehensive picture of multi-word discourse marker use.

The purpose of Part II is to bring into sharper focus the role that multi-word discourse markers can play in the teaching of academic writing and translation. A corpus comprising advanced learner writing and published translations is subjected to critical analysis; pedagogical implications are then considered, and it is seen that teaching materials and dictionaries give multi-word discourse markers inadequate treatment. Finally, the author makes suggestions for the design of composition textbooks intended to remedy the deficiencies just mentioned. (Note: The research reported here is intimately connected with the design of a new textbook of composition.)