Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Speech Genres and Other Late Essays

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The concept of mind

This is a review of Collected Works of John Tate. Parts I, II, edited by Barry Mazur and Jean-Pierre Serre. American Mathematical Society, Providence, Rhode Island, 2016. For several decades it has been clear to the friends and colleagues of John Tate that a “Collected Works” was merited. The award of the Abel Prize to Tate in 2010 added impetus, and finally, in Tate’s ninety-second year we have these two magnificent volumes, edited by Barry Mazur and Jean-Pierre Serre. Beyond Tate’s published articles, they include five unpublished articles and a selection of his letters, most accompanied by Tate’s comments, and a collection of photographs of Tate. For an overview of Tate’s work, the editors refer the reader to [4]. Before discussing the volumes, I describe some of Tate’s work. 1. Hecke L-series and Tate’s thesis Like many budding number theorists, Tate’s favorite theorem when young was Gauss’s law of quadratic reciprocity. When he arrived at Princeton as a graduate student in 1946, he was fortunate to find there the person, Emil Artin, who had discovered the most general reciprocity law, so solving Hilbert’s ninth problem. By 1920, the German school of algebraic number theorists (Hilbert, Weber, . . .) together with its brilliant student Takagi had succeeded in classifying the abelian extensions of a number field K: to each group I of ideal classes in K, there is attached an extension L of K (the class field of I); the group I determines the arithmetic of the extension L/K, and the Galois group of L/K is isomorphic to I. Artin’s contribution was to prove (in 1927) that there is a natural isomorphism from I to the Galois group of L/K. When the base field contains an appropriate root of 1, Artin’s isomorphism gives a reciprocity law, and all possible reciprocity laws arise this way. In the 1930s, Chevalley reworked abelian class field theory. In particular, he replaced “ideals” with his “idèles” which greatly clarified the relation between the local and global aspects of the theory. For his thesis, Artin suggested that Tate do the same for Hecke L-series. When Hecke proved that the abelian L-functions of number fields (generalizations of Dirichlet’s L-functions) have an analytic continuation throughout the plane with a functional equation of the expected type, he saw that his methods applied even to a new kind of L-function, now named after him. Once Tate had developed his harmonic analysis of local fields and of the idèle group, he was able prove analytic continuation and functional equations for all the relevant L-series without Hecke’s complicated theta-formulas. Received by the editors September 5, 2016. 2010 Mathematics Subject Classification. Primary 01A75, 11-06, 14-06. c ©2017 American Mathematical Society

The collected works

A fully updated and expanded second edition of this flagship work, which introduces methodological techniques to carry out analyses of text varieties, and provides descriptions of the most important text varieties in English. Part I introduces an analytical framework for studying registers, genre conventions, and styles, while Part II provides more detailed corpus-based descriptions of text varieties in English, including spoken interpersonal varieties, general and professional written varieties and emerging electronic varieties. Part III introduces more advanced analytical approaches and deals with larger theoretical concerns, such as the relationship between register studies and other sub-disciplines of linguistics, and practical applications of register analysis. A new chapter on EAP and ESP has been added, with new sections on the important differences between academic writing in the humanities and sciences, and a case study on engineering reports as an ESP register and genre. Coverage of new electronic registers has been updated, and a new analysis of hybrid registers has been added.

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Register, Genre, and Style

This article discusses the development of a unified social theory of genre learning based on the integration of rhetorical genre studies, activity theory, and the situated learning perspective. The...

Toward a Unified Social Theory of Genre Learning

This article describes a discipline‐specific communication course for engineering students offered by a Canadian university. The pedagogy of this course is based on North American theories of genre...

From page to stage: How theories of genre and situated learning help introduce engineering students to discipline‐specific communication

This article reports on an international study of the teaching of undergraduate mathematics in seven countries. Informed by rhetorical genre theory, activity theory, and the notion of Communities o...

The Writing’s on the Board: The Global and the Local in Teaching Undergraduate Mathematics Through Chalk Talk

This article discusses a longitudinal case study of a novice engineer who has successfully challenged a workplace genre. The study shows that a combination of the novice’s family background, a univ...

A Time to Speak, a Time to Act: A Rhetorical Genre Analysis of a Novice Engineer’s Calculated Risk Taking

This article explores the role of students’ prior, or antecedent, genre knowledge in relation to their developing disciplinary genre competence by drawing on an illustrative example of an engineering genre-competence assessment. The initial outcomes of this diagnostic assessment suggest that students’ ability to successfully identify and characterize rhetorical and textual features of a genre does not guarantee their successful writing performance in the genre. Although previous active participation in genre production (writing) seems to have a defining influence on students’ ability to write in the genre, such participation appears to be a necessary but insufficient precondition for genre-competence development. The authors discuss the usefulness of probing student antecedent genre knowledge early in communication courses as a potential source for macrolevel curriculum decisions and microlevel pedagogical adjustments in course design, and they propose directions for future research.

Natasha Artemeva

Papers

Toward a Unified Social Theory of Genre Learning

From page to stage: How theories of genre and situated learning help introduce engineering students to discipline‐specific communication

The Writing’s on the Board: The Global and the Local in Teaching Undergraduate Mathematics Through Chalk Talk

A Time to Speak, a Time to Act: A Rhetorical Genre Analysis of a Novice Engineer’s Calculated Risk Taking

Awareness Versus Production: Probing Students’ Antecedent Genre Knowledge