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What is Logico-Rhetorical Structure

Chapter 26
Handbook of Research on Computer-Enhanced Language Acquisition and Learning
In functional grammar, the logico-rhetorical structuring of a text refers to the intermediate range of choice situated between the grammar and the lexis. In conjunction with the punctuation, it is this intermediate range of choice that is used when configuring the text’s logico-rhetorical structure. The choice of different logico-rhetorical structuring allows the same textual information to be presented in a definite (but not unlimited) range of alternative textualizations. In the terms of Robert De Beaugrande (1980), the logico-rhetorical structure of the text is a form of procedural knowledge. In well-organized texts, this procedural knowledge is “formatted as programs designed to run in specifically anticipated ways” (p. 65). One example of a program designed to run in an anticipated way is the situation-problem-solution-evaluation structure. It follows that an inefficient text runs in unanticipated or unpredictable ways.
Published in Chapter:
The Texture of Inefficiently Self-Regulating ESL Systems
Terence Patrick Murphy (Yonsei University, Korea)
Copyright: © 2008 |Pages: 15
DOI: 10.4018/978-1-59904-895-6.ch026
Abstract
This chapter addresses the question of how to measure the student’s English as a second language (ESL) textual sophistication. It suggests that the second language text is an inefficiently self-regulating system, at the levels of grammar, lexis and logico-rhetorical structure. Learner texts use a narrow or even fixed set of key lexical phrases; they deploy cohesive ties that bind the text incorrectly, they omit cohesive ties altogether, or redundantly retain items that are easily recovered from the situational context. Following a review of some typical second language cohesion problems, the chapter offers an analysis of the emergent texture of four versions of the same paper, each written by a different ESL student. The results suggest that a learner text-maker is unable to perceive the ineffective choices in texts written at levels of sophistication higher than those he or she is capable of creating.
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