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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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Does educational integrity mean teaching students NOT to 'use their own words'?
TL;DR: In this article, the authors proposed that far from trapping students in their existing repertoire of words, the teaching, assessment and feedback advice provided within university courses should explicitly support their students' development of the formal language that is valued in academic writing.
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Evaluation in the art-historical research article
TL;DR: This article found that art-historical description seems to find its "experiential signature" as a form of non-propositional report or projection of interpretative evaluations, typically through the use of a mental or verbal process verb followed by the preposition as.
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Academic discourse in Portugal: A whole different ballgame?
TL;DR: In this paper, the authors present the results of a survey of academic discourse in Portugal, in which a Corpus of 1,333,890 words (408 academic texts of different genres and disciplines) was analysed for the presence of particular discourse features not usually found in EAD.
Pontifícia universidade católica de são paulo puc-sp
Sandra Mara,Hossota Ribeiro +1 more
TL;DR: In this article, the authors analyzed the legal aspects of the law of organ transplantation, including the basic concept of transplantation and its historical development and legislation, the principle of human dignity, how to format the new concept of citizenship as well as other fundamental rights guaranteed by the Constitution, were also analyzed.
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Transitions: Orienting to Reading and Writing Assignments in EAP and MBA Contexts
TL;DR: This paper studied how students' orientations to reading and writing assignments changed as they moved from an English for Academic Purposes (EAP) program to their MBA courses and found that these changes were related to differences in what was valued as learning in these two contexts (i.e., the construal or epistemic motive).