Richard Tempest is a Professor of Slavic Languages and Literatures at the University Illinois, Urbana-Champaign, former director its Russian, East European, Eurasian Center. He holds BA (First Class), MA, PhD from Oxford. His interests include Russian world history culture, military history, political science body. author “Overwriting Chaos: Aleksandr Solzhenitsyn’s Fictive Worlds” (Boston: Aca...

Discourse cohesion facilitates text comprehension and helps the reader form a coherent narrative. In this study, we aim to computationally analyze discourse in scientific scholarly texts using multilayer network representation quantify writing quality of document. Exploiting hierarchical structure texts, design section-level document-level metrics assess extent lexical text. We use publicly ava...

Thomas Kuhn’s model of paradigm shift as an intra-systemic framework to account for changes within the scientific discourse has been adopted by scholars in different fields as diverse as sociology, theology, economy, and education, to name only a few. The present study argues that the same model can usefully be drawn upon to examine the relationship between ‘science’ and ‘religion’ with some re...

As public health reckons with the implications of language, word choice and their impacts,1–3 so too does Tobacco Control . Indeed, editor-in-chief in 2010 pointed to power language bounding discussions field.4 A common parlance or agreed on set terms is important for moving science (and policy) forward—comparing like like, allowing replication, facilitating review synthesis, translating into a...

This paper aims at describing the role and different manifestations of metaphor in scientific discourse, drawing a distinction between creative conventional metaphors. To this end, corpus composed nineteen Nobel lectures, delivered by women, will be analysed means critical discourse analysis theoretical methodological tool, with particular attention to framing that produced discourse. Our shows...

The present study examines the role of Gal’perin’s Concept-based Instruction (CBI) as a pedagogical approach in teaching cognitive grammar-based (CG-based) concepts of tense and aspect to EFL students. Following the sociocultural theory of L2 Acquisition (SCT), arming L2 learners with scientific concepts can lead to L2 development by deepening their understanding and raising awareness of L2 str...