Genre analysis: English in academic and research settings / John M. Swales
01 Jan 1991-Vol. 1991, Iss: 1991, pp 1-99
About: The article was published on 1991-01-01 and is currently open access. It has received 5640 citations till now.
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01 Jul 2012
TL;DR: The authors construe fiction and non-fiction as genres: categories whose membership is determined by a cluster of non-essential criteria, and which play a role in the appreciation of particular works.
Abstract: Standard theories define fiction in terms of an invited response of imagining or make-believe. I argue that these theories are not only subject to numerous counterexamples, they also fail to explain why classification matters to our understanding and evaluation of works of fiction as well as non-fiction. I propose instead that we construe fiction and non-fiction as genres: categories whose membership is determined by a cluster of non-essential criteria, and which play a role in the appreciation of particular works. I claim that this proposal captures the intuitions motivating alternative theories of fiction.
60 citations
TL;DR: In this article, the authors follow the plight of English language learners in an academic writing class as they struggle to follow instructions for writing their first essay, and discover the insufficiencies of the model.
60 citations
TL;DR: In this paper, the problems of teaching English for Special or Specific Purposes (ESP) courses at university level in Iran are discussed and some practical suggestions for improvement are made.
Abstract: The academic requirement for students majoring in fields other than English to pass English for Special or Specific Purposes (ESP) courses at university level has led to a rapid growth of such classes in Iran. However, despite this growth, not much literature on the practical aspects of these classes is available. The aim of the present article is to throw light on the problems of teaching ESP in Iran, beginning with a discussion of some key notions about the discipline. After evaluating the problems of ESP programs, some practical suggestions for improvement are made.
60 citations
01 Jan 2014
TL;DR: The participatory patterns workshop as discussed by the authors is a method for doing this through engaging practitioners in collaborative reflection leading to the production of structured representations of design knowledge, which can be used to address challenges in teaching and learning with technology.
Abstract: These are challenging times in which to be an educator. The constant flow of innovation offers new opportunities to support learners in an environment of ever-shifting demands. Educators work as they have always done: making the most of the resources at hand, and dealing with constraints, to provide experiences which foster growth. This was John Dewey’s ideal of education 80 years ago and it is still relevant today. This view sees education as a practice that achieves its goals through creative processes involving both craft and design. Craft is visible in the resources that educators produce and in their interactions with learners. Design, though, is tacit, and educators are often unaware of their own design practices. The rapid pace of change is shifting the balance from craft to design, requiring that educators’ design work become visible, shareable and malleable. The participatory patterns workshop is a method for doing this through engaging practitioners in collaborative reflection leading to the production of structured representations of design knowledge. The editors have led many such workshops and this book is a record of that endeavour and its outcomes in the form of practical design narratives, patterns and scenarios that can be used to address challenges in teaching and learning with technology.
60 citations
TL;DR: This article investigated the academic socialization processes that these multilingual students underwent while building academic knowledge and social relationships, and to gain an understanding of disciplinary knowledge in a second language, and found that socializing into the practices of academic discourse is a complex and multilayered process in which students collaboratively construct meaning and engage in interactive dialogs outside of their classrooms in order to learn how to become legitimate participants in their academic disciplines.
60 citations