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Genre analysis: English in academic and research settings / John M. Swales
John M. Swales
- Vol. 1991, Iss: 1991, pp 1-99
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The article was published on 1991-01-01 and is currently open access. It has received 5640 citations till now.read more
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Writing with attitude: Stance expression in learner and professional dentistry research reports
TL;DR: The authors compare student writing with that of comparable professionally-written research reports for evidence of hedging, boosting, self-mention and attitude markers, finding that professional reports exhibit a narrower set of linguistic devices than used by student writers, who tend to use a much wider range of the four stance feature types analysed for discussion of both others' and their own personal stance, both across whole texts and by section.
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Theoretical Perspectives on Reading.
TL;DR: The process of interpreting letters and words becomes increasingly automatic as the reader becomes more proficient at reading and uses reading in more and different ways as mentioned in this paper, and the reader is able to perceive arbitrarily determined shapes presented against some background and then form them into meaning.
Journal ArticleDOI
Language features as the pathways to genre: Students’ attention to non-prototypical features and its implications
TL;DR: The authors examined how some students made sense of the relationship between context and text in two L2 writing courses that adopted the ESP genre-based framework of learning academic writing and found that the highlighted language features seemed to function more as the pathways to their enhanced and extended understanding of such complex contextual dimensions of genre as authorial intentions, intertextuality, presupposition and rhetoricity.
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Quality of Iranian EFL Learners' Argumentative Essays: Cohesive Devices in Focus
TL;DR: An analysis of forty argumentative essays written by forty Iranian graduate non-English majors showed that the students were familiar with various cohesive devices and used them in their writings, and there was no significant relationship between the number of cohesive devices used and quality of writing.
Journal ArticleDOI
Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study
Yu Huang,Lawrence Jun Zhang +1 more
TL;DR: The authors have acknowledged the advantages of process-genre approaches to teaching writing in various genres in a foreign/second language (L2), however, empirical studies examining L2 learne...