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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28 May 2012
TL;DR: It is recommended that instructional technologists adopt the criteria of Technology I, II, and III, so they may better develop instruction of a quality consistent with the innovative instructional principles they claim, and that best characterizes the goals they have for their practice.
Abstract: In this paper we describe the criteria of Technology I, II, and III, which some instructional theorists have proposed to describe the differences between a formulaic and a reflective approach to solving educational problems. In a recent study, we applied these criteria to find evidence of a technological gravity that pulls practitioners away from reflective practices into a more reductive approach. We compared published reports of an innovative instructional theory, problem-based learning, to the goals of the theory as it was originally defined. We found three reasons for technological gravity, as well as three approaches some practitioners have used to avoid this gravity. We recommend that instructional technologists adopt our three approaches, as well as the criteria of Technology III, so they may better develop instruction of a quality consistent with the innovative instructional principles they claim, and that best characterizes the goals they have for their practice.
48 citations
01 Jan 2004
TL;DR: This article examined student writing in its institutional setting, examining students' texts, professional discourse, and educational practices, and found that students' writing in the institutional setting can be categorized into three categories: academic, professional, and experiential.
Abstract: The subject of this study is student writing in its institutional setting, examining students’ texts, professional discourse and educational practices. Fieldwork for the study was conducted at the ...
48 citations
TL;DR: The design of a natural language processing (NLP) tool to provide rapid, detailed feedback on hundreds of draft texts which might be improved prior to submission and how this design process addresses the challenge of making explicit to learners and educators the underlying mode of action in analytic devices such as the rhetorical parser, which is term algorithmic accountability.
Abstract: Research into the teaching and assessment of student writing shows that many students find academic writing a challenge to learn, with legal writing no exception. Improving the availability and quality of timely formative feedback is an important aim. However, the time-consuming nature of assessing writing makes it impractical for instructors to provide rapid, detailed feedback on hundreds of draft texts which might be improved prior to submission. This paper describes the design of a natural language processing (NLP) tool to provide such support. We report progress in the development of a web application called AWA (Academic Writing Analytics), which has been piloted in a Civil Law degree. We describe: the underlying NLP platform and the participatory design process through which the law academic and analytics team tested and refined an existing rhetorical parser for the discipline; the user interface design and evaluation process; and feedback from students, which was broadly positive, but also identifies important issues to address. We discuss how our approach is positioned in relation to concerns regarding automated essay grading, and ways in which AWA might provide more actionable feedback to students. We conclude by considering how this design process addresses the challenge of making explicit to learners and educators the underlying mode of action in analytic devices such as our rhetorical parser, which we term algorithmic accountability.
48 citations
TL;DR: In this article, a cross-disciplinary study of the rhetorical structure of 3-minute-thesis (3MT) presentations is presented, revealing statistically significant associations between disciplinary affiliation and the likelihood to employ three rhetorical moves (i.e., Framework, Rationale, Purpose, Methods, Implication, and Termination).
48 citations
07 Jan 2002
TL;DR: A database-driven corpus is developed, currently containing 1300000+ documents, which comprises the empirical research basis and the notions of Web genre type which constitutes the framework for a certain Web genre, and compulsory and optional Web genre modules are introduced.
Abstract: We analyse academic Web pages in order to automatically classify them into Web genres. For this purpose, we have developed a database-driven corpus, currently containing 1300000+ documents, which comprises our empirical research basis. We introduce the notions of Web genre type which constitutes the framework for a certain Web genre, and compulsory and optional Web genre modules. These act as building blocks which go together to make up the structure characterised by the Web genre type and operate as modifiers for the default assignment. The analysis of a 200 document sample illustrates our notion of Web genre hierarchy into which Web genre types and modules are embedded. The analysis of four documents of the Web Genre Academic's Personal Homepage demonstrates our approach and our long-term goal of automatically extracting the contents of Web genre modules in order to build up structured XML documents of unstructured HTML documents.
48 citations