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This thesis critically examines the various pragmatic theories and cognitive studies related to verbal irony, evaluating their applicability and suggesting future research directions.
Year:
2012
Region / City:
Sheffield
Field:
Pragmatics, Linguistics
Document Type:
Thesis
Institution:
Sheffield University, Department of English Language and Linguistics
Author:
John Vance
Target Audience:
Academic researchers, linguists, students of pragmatics
Period of Validity:
N/A
Approval Date:
September 2012
Date of Modifications:
N/A
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Year of Study:
4th Year
Course Code:
ENG486
Number of Credits:
3
Number of QF Credits:
12
Duration in Weeks:
15
Contact Hours per Week:
Lecture (2 hours) + Tutorial (1 hour)
Pre-requisite:
ENG160 Introduction to Linguistics
Prepared by:
Dr Cherry Lam
Department:
English Language & Literature
Institution:
Hong Kong Shue Yan University
Course Type:
Undergraduate elective
Assessment Methods:
Group presentation, mini-research project, mid-term quiz, final quiz, class participation
Languages Discussed:
English, Cantonese, Mandarin
Course Focus:
Pragmatics theory and application
Teaching Activities:
Lectures, tutorials, readings, video analysis, group discussions
Learning Outcomes:
Understanding and applying key pragmatic concepts, analyzing language data, conducting small-scale research projects
Year:
1950
Region / City:
Not specified
Theme:
Philosophy of science, realism, epistemology
Document type:
Academic essay
Organization / Institution:
Not specified
Author:
Matthias Neuber
Target audience:
Scholars and students of philosophy, particularly those interested in epistemology and philosophy of science
Period of validity:
Not specified
Approval date:
Not specified
Modification date:
Not specified
Year:
1940s
Region / City:
New Orleans
Topic:
Theatre, Southern Gothic, Symbolism, Social Change, American Dream
Document type:
Analytical Essay
Institution:
N/A
Author:
N/A
Target Audience:
Theatre students, Scholars of American Literature
Period of validity:
N/A
Approval date:
N/A
Date of changes:
N/A
Note:
Contextual description
Work studied:
An Inspector Calls
Author of work:
J. B. Priestley
Literary genre:
Play
Literary devices discussed:
Anadiplosis, metaphor, dramatic irony, dialogue analysis
Key characters referenced:
Inspector, Arthur Birling, Edna, Eva Smith
Historical references:
RMS Titanic disaster (15 April 1912), World War One context
Themes:
social responsibility, class dynamics, consequences of actions
Focus of analysis:
connections between events, characterization of Arthur Birling, treatment of working-class characters
Audience context mentioned:
audiences after 1945
Example quotations:
“A chain of events.”; “unsinkable, absolutely unsinkable”; “Show him in here. Give us more light.”
Year:
2016
Subject:
Irony
Document Type:
Educational Guide
Author:
Sean Herrero, Dr. Mary Warner
Intended Audience:
Students
Primary Source:
"Fahrenheit 451" by Ray Bradbury
Genre:
Satire, Literary Analysis
Key Themes:
Irony, Critical Thinking, Satire
Period of Relevance:
2016
Date of Approval:
29 November 2016
Date of Last Update:
N/A
Course or Study Level:
University-Level Literature
Note:
Contextual Description
Year:
2026
Region / City:
Not specified
Subject:
Literature / English Language Arts
Document Type:
Educational Exercise
Institution / Organization:
Not specified
Author:
Not specified
Target Audience:
Students practicing literary analysis
Period Covered:
Contemporary examples
Instructions:
Read examples and identify verbal, dramatic, or situational irony
Format:
Worksheet for classroom use
Assessment Focus:
Reading comprehension and literary devices
Year:
1809
Location:
Merytown, near London, England
Theme:
Literary analysis, Irony
Document type:
Essay / Literary critique
Institution:
Not specified
Author:
Aubrie Hoffman
Target audience:
Students or readers of English literature
Period covered:
Early 1800s (setting of the novel)
Date written:
05/10/2013
Source work:
Pride and Prejudice by Jane Austen
Focus:
Character analysis of Elizabeth Bennett and Mr. Darcy, social interactions, misunderstandings, and narrative irony
Year:
2026
Institution:
University of [Name Redacted]
Module Type:
Standalone module
Prepared by:
Module Lead with module team
Audience:
Faculty Board, Senior Marketing Managers, Faculty Finance Manager
Review Period:
Academic year 2025–2026
Evaluation Areas:
Module performance, external requirements, marketing, resources, student experience, teaching, learning and assessment, employability, quality assurance
Sources of Evidence:
Module reports, external examiner reports, staff and student feedback, PSRB reports, statistical data, career practitioner input
Recommendations:
For consideration by Faculty Board regarding staffing, facilities, resources, and module adjustments
Year:
2022-23
Organization:
National Independent Private Schools Association (NIPSA)
Type of Document:
Accreditation handbook
Audience:
School administrators, teachers, and staff
Scope:
Academic-autism programs
Document Sections:
Self-study preparation, evaluative criteria, organizational guidelines, enrollment data, policies, philosophy and goals
Format:
PDF/Word
Submission Requirements:
Reports to national office and visiting committee, supplementary materials and appendices
Data Coverage:
Current school statistics, historical enrollment, community demographics, student progress reporting, policy documentation
Region:
United States
Document Purpose:
Guidance for school self-study and accreditation evaluation
Content Requirements:
Supporting materials, appendices, maps, forms, and policies
Year:
2026
Level:
A level
Subject:
Essay writing / Assessment
Type:
Educational guidance
Author:
TY
Target audience:
Students preparing for A level exams
Focus:
Evaluative conclusions
Includes examples:
Yes
Exam papers referenced:
Papers 1, 2, and 3
Skills emphasized:
Knowledge, application, analysis, evaluation
Endorsements:
None
Year:
2018
Region / City:
International, primarily Australia
Subject:
Higher Education, Assessment, Learning
Document Type:
Book Review
Publisher / Institution:
Routledge
Editors:
D. Boud, R. Ajjawi, P. Dawson, J. Tai
Reviewer:
Stephen Merry
Target Audience:
Academics, Educational Researchers, Higher Education Professionals
Sections:
Conceptualising Evaluative Judgement; Theoretical Perspectives; Developing Evaluative Judgement; Evaluative Judgement in Practice
Chapters:
19
Authors:
36 academics
Key Topics:
Peer and self-assessment, digital technology in learning, professional judgement, reflective practice, curriculum-wide development
Chair:
Ayako Tsuruta
Application Deadline:
March 1, 2026, Sunday at 5:00 p.m.
Audition Date:
March 8, 2026, Sunday, beginning at 3:00 p.m.
Location:
Whitmore Recital Hall, the MU School of Music in Columbia
Prize:
Three winners will perform a movement of a concerto with an orchestral accompaniment of your choice, in a subscription concert on April 11, 2026 at 3:00 p.m. at the First Baptist Church in downtown Columbia. Each soloist’s $300 cash award is an honorarium for the April concert.
Eligibility:
Students must be [1] A pre-collegiate student 18 years or younger on March 8, 2026, AND [2] must be a resident of Missouri. Students residing in Missouri who study with an instructor who is not a member of MMAMTA may still apply, but there is a non-refundable, additional entrance fee of $100 with the application.
Repertoire:
Applicants should prepare an aria or a movement from a published concerto or a short work (ca. 15 min or less) that has an orchestral accompaniment.
Fees:
The non-refundable entrance fee is: $35.00 per student of a MMAMTA member whose dues have been paid in full, or for the students of non-members, a non-refundable $100.00 additional fee per application is required.
Regulations:
Two adjudicators will select three winners.
Music & Scores:
Photocopies are not allowed. Applicant should provide one clean original copy to the judges.
Check list:
Application fee, completed entry form, confirmed accompanist, current e-mail address.
Year Level:
Not specified
Subject Area:
Reading Comprehension
Topic:
Evaluative questioning during reading
Type of Document:
Lesson plan
Instructional Strategy:
Whole–Part–Whole; Modelled reading, Independent reading, Reflection
Teaching Focus:
Asking and answering evaluative questions while reading
Text Studied:
Refugees by David Miller
Publisher of Text:
Lothian Children’s Books, Hachette Australia
Publication Year of Text:
2004
Learning Intention:
Learning the strategy of asking and answering questions during reading to understand the message of a text
Success Criteria:
Students ask and answer at least one evaluative question and record it on a post-it note
Classroom Activities:
Modelled reading, partner discussion, independent reading, written questions, group reflection
Assessment Method:
Collection and review of student evaluative questions recorded on post-it notes
Class Duration Structure:
20 minutes independent reading with reflection during the final 10 minutes
Teaching Materials:
Anchor chart with evaluative question stems, picture storybook, post-it notes