Creating Inter-Sentence Ties in Korean Written Discourse:A Focus on the Given-new Contract
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This paper examines particular Korean written discourse patterns that contribute little to creating sentence cohesion through maintaining the given-new contract (GNC). Twenty-two columns in a major Korean newspaper were analyzed, revealing three Korean textual structures in which the GNC was excessively disrupted: sentences without a subject, sentences without summary words referring to the whole idea of the preceding sentence, and left-branching sentences. A common denominator in all three instances was that the structure made it difficult to see the semantic relationships between successive sentences. This finding has implications for the teaching of English writing which stresses writer responsibility. When it comes to teaching how to achieve cohesion in English writing, teachers may want to start discussing the differences between Korean and English in the degree to which writers are expected to play a role in binding sentences semantically. This paper suggests that Korean learners of English, who are unfamiliar with the notion of writer responsibility, need to be helped to clearly understand that creating a tie between sentences is a sure way to make their writing more reader-friendly.
Abstract
This paper examines particular Korean written discourse patterns that contribute little to creating sentence cohesion through maintaining the given-new contract (GNC). Twenty-two columns in a major Korean newspaper were analyzed, revealing three Korean textual structures in which the GNC was excessively disrupted: sentences without a subject, sentences without summary words referring to the whole idea of the preceding sentence, and left-branching sentences. A common denominator in all three instances was that the structure made it difficult to see the semantic relationships between successive sentences. This finding has implications for the teaching of English writing which stresses writer responsibility. When it comes to teaching how to achieve cohesion in English writing, teachers may want to start discussing the differences between Korean and English in the degree to which writers are expected to play a role in binding sentences semantically. This paper suggests that Korean learners of English, who are unfamiliar with the notion of writer responsibility, need to be helped to clearly understand that creating a tie between sentences is a sure way to make their writing more reader-friendly.
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