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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13 May 2019
TL;DR: A “sock puppet” auditing system is developed in which a pair of fresh browser profiles, first, visits web pages that reflect divergent political discourses and, second, executes identical politically oriented Google News searches.
Abstract: There is a growing concern about the extent to which algorithmic personalization limits people's exposure to diverse viewpoints, thereby creating “filter bubbles” or “echo chambers.” Prior research on web search personalization has mainly reported location-based personalization of search results. In this paper, we investigate whether web search results are personalized based on a user's browsing history, which can be inferred by search engines via third-party tracking. Specifically, we develop a “sock puppet” auditing system in which a pair of fresh browser profiles, first, visits web pages that reflect divergent political discourses and, second, executes identical politically oriented Google News searches. Comparing the search results returned by Google News for distinctly trained browser profiles, we observe statistically significant personalization that tends to reinforce the presumed partisanship.
41 citations
TL;DR: The authors described a publication skills workshop approach based on research findings from genre analysis and methodologies current within the English for Specific Purposes area of Applied Linguistics, highlighting participants' positive responses to the approach.
Abstract: Recognition is increasing that PhD graduates require transferable skills for employment within or outside academia, and professional written communication skills form an important subset which contributes to many other skill categories Writing journal articles for publication is a key task within candidatures and research workplaces, so intrinsic motivation for developing the required skills is high in both contexts This paper describes a publication skills workshop approach based on research findings from genre analysis and methodologies current within the English for Specific Purposes area of Applied Linguistics Quantitative evaluation of workshops presented in research workplaces in China and Australia, and in university departments, highlights participants' positive responses to the approach Qualitative data analysis indicates that the workshop features participants valued most highly related to its genre‐based, collaborative and hands‐on nature Implications are drawn for the effective developm
41 citations
Dissertation•
06 Feb 2013
TL;DR: This article investigated the effectiveness of two types of written corrective feedback (i.e. direct corrective feedback in the form of corrections of errors next to or above the original errors and i.e., indirect corrective feedback, such as error underlining) through a 12-week quasi-experimental study that involved 46 Bahraini media students assigned to one of three groups (experimental group A receiving direct correction feedback, experimental group B receiving error underlined and the control group C receiving no corrections but rather simple and summative comments on performance) and evaluated through pre-, post-and delayed
Abstract: This study had the following aims: (1) to investigate the feedback and teaching practices of L2 writing at the University of Bahrain through classroom observations; (2) to investigate the effectiveness of two types of written corrective feedback (a. direct corrective feedback in the form of corrections of errors next to or above the original errors and b. indirect corrective feedback in the form of error underlining) through a 12 week quasi-experimental study that involved 46 Bahraini media students assigned to one of three groups (experimental group A receiving direct corrective feedback, experimental group B receiving error underlining and the control group C receiving no corrections but rather simple and summative comments on performance) and evaluated through pre-, post- and delayed post-tests; (3) to investigate teachers’ and students’ beliefs about feedback through interviews and questionnaires. The following are the most important findings. (1) Classroom observations showed that there were several problems in the teaching of L2 writing and feedback methods at the University of Bahrain. (2) The quasi-experimental study showed that even though the students improved in the course of the experiment, neither type of corrective feedback had a significant effect on their accuracy, grammatical complexity or lexical complexity in writing, and that there was no difference in the effectiveness between the first type of feedback compared to the second. (3) Interviews and questionnaires showed that the students preferred direct corrective to indirect corrective feedback (i.e. they preferred it when their errors were corrected by providing the corrections on their scripts to underlining) and that the teachers and the students valued feedback and believed it was beneficial. Interviews and questionnaires also showed that even though the teachers used a variety of feedback methods, they did not follow up students after the first draft was produced. In the light of the findings, some recommendations are made in the final chapter of the thesis.
41 citations
TL;DR: The value of genre analysis to educational podcast research is introduced and three genres are proposed, named ’The Quick Burst’, ‘The Narrative’ and ‘ the Chat Show’ to show both the versatility of podcasting for education and how genre analysis could introduce new ideas to the educational podcasting literature.
Abstract: Academic attention to educational podcasts has grown significantly in recent years. However, to date, the concept of genres in podcasting is yet to gain scholarly attention. By examining genres emergent from a corpus of educational podcasts available online, this paper introduces the value of genre analysis to educational podcast research. It proposes three genres, named ‘The Quick Burst’, ‘The Narrative’ and ‘The Chat Show’. The three genres show both the versatility of podcasting for education and how genre analysis could introduce new ideas to the educational podcasting literature, including ideas about supporting deep learning in e-learning environments.
41 citations