Genre Analysis: English in Academic and Research Settings
01 Jan 1990-
TL;DR: The authors provides a survey of approaches to various genres of language, and considers these in relation to communication and task-based language learning, as well as examples of different genres and how they can be made accessible through genre analysis.
Abstract: In recent years the concept of 'register' has been increasingly replaced by emphasis on the analysis of genre, which relates work in sociolinguistics, text linguistics and discourse analysis to the study of specialist areas of language. This book is a clear, authoritative guide to this complex area. He provides a survey of approaches to varieties of language, and considers these in relation to communication and task-based language learning. Swales outlines an approach to the analysis of genre, and then proceeds to consider examples of different genres and how they can be made accessible through genre analysis. This is important reading for all those working in teaching English for academic purposes and also of interest to those working in post-secondary writing and composition due to relevant issues in writing across the curriculum.
TL;DR: In this paper, the authors discuss what research practices cause women's subordination and suggest new research directions that do not reproduce women subordination but capture more and richer aspects of women's entrepreneurship.
Abstract: Research articles on women's entrepreneurship reveal, in spite of intentions to the contrary and in spite of inconclusive research results, a tendency to recreate the idea of women as being secondary to men and of women's businesses being of less significance or, at best, as being a complement. Based on a discourse analysis, this article discusses what research practices cause these results. It suggests new research directions that do not reproduce women's subordination but capture more and richer aspects of women's entrepreneurship.
•01 Jan 2000
TL;DR: The Michigan Classics edition of "Disciplinary Discourses: Social Interactions in Academic" "Writing" as mentioned in this paper examines the relationships between the cultures of academic communities and their unique discourses.
Abstract: Why do engineers "report" while philosophers "argue" and biologists "describe"? In the Michigan Classics Edition of "Disciplinary Discourses: Social Interactions in Academic" "Writing," Ken Hyland examines the relationships between the cultures of academic communities and their unique discourses. Drawing on discourse analysis, corpus linguistics, and the voices of professional insiders, Ken Hyland explores how academics use language to organize their professional lives, carry out intellectual tasks, and reach agreement on what will count as knowledge. In addition, "Disciplinary Discourses" presents a useful framework for understanding the interactions between writers and their readers in published academic writing. From this framework, Hyland provides practical teaching suggestions and points out opportunities for further research within the subject area. As issues of linguistic and rhetorical expression of disciplinary conventions are becoming more central to teachers, students, and researchers, the careful analysis and straightforward style of "Disciplinary Discourses" make it a remarkable asset. The Michigan Classics Edition features a new preface by the author and a new foreword by John M. Swales.
TL;DR: A great deal of research has now established that written texts embody interactions between writers and readers as discussed by the authors, and a range of linguistic features have been identified as contributing to the writer's...
Abstract: A great deal of research has now established that written texts embody interactions between writers and readers. A range of linguistic features have been identified as contributing to the writer's ...
TL;DR: What it means to implement genre teaching in more practical terms is explored, setting out some key ways in which teachers can plan, sequence, support, and assess learning.
TL;DR: The authors argue the need for an updated and explicit description of language teaching areas generated with reference to a detailed model of communicative competence, which includes discourse competence, linguistic competence, actional competence, sociocultural competence, and strategic competence.
Abstract: This paper argues the need for an updated and explicit description of language teaching areas generated with reference to a detailed model of communicative competence. We describe two existing models of communicative competence and then propose our own pedagogically motivated construct, which includes five components: (1) discourse competence, (2) linguistic competence, (3) actional competence, (4) sociocultural competence, and (5) strategic competence. We discuss these competencies in as much detail as is currently feasible, provide content specifications for each component, and touch on remaining issues and possible future developments.
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