El libro analiza los programas institucionales de ensenanza de la escritura en la universidad e iniciativas afines de profesores que se ocupan de la escritura en sus materias, en los 5 continentes. Compila las formas de ensenanza de la escritura academica a traves del curriculo y en las disciplinas, que fueron seleccionadas a partir del International WAC/WID Mapping Project. El primer autor es el coordinador del proyecto de investigacion origen del libro, y le siguen por orden alfabetico los co-editores. La Dra. Carlino, integrante del grupo de investigacion, tuvo a su cargo la traduccion de la encuesta inicial al espanol, la traduccion de las respuestas recibidas al ingles, el analisis preliminar de estas y la seleccion, seguimiento y edicion de los capitulos latinoamericanos y espanol, asi como la redaccion de un capitulo general ("section essay": cap. 41) en el cual se analizan las iniciativas latinoamericanas y espanola. En la p. 13 del libro puede notarse que, despues de Gran Bretana, fue Argentina el pais que aporto mayor numero de encuestados. Tambien se destacan otros paises de habla hispana. Los autores de los 40 capitulos que componen la obra fueron seleccionados segun criterios de representatividad geografica y relevancia, a traves de la encuesta y posteriores entrevistas por correo electronico llevadas a cabo por los co-editores. El libro se publica en version impresa y tambien como e-book y en pdf de acceso libre. Los ISBN son: 978-1-60235-343-5 (Paperback), 978-1-60235-344-2 (Hardcover), 978-1-60235-345-9 (Adobe eBook), 978-1-60235-346-6 (ePub). Veanse: http://wac.colostate.edu/books/wpww/ , http://www.parlorpress.com/wpww y http://mappingproject.ucdavis.edu/homepageEl libro quedo conformado con capitulos de: Arlen Archer (University of Cape Town, South Africa), Susaimanikam Armstrong (U. of Madras, India), Brian Turner & Judith (U. of Winnipeg, Canada), Trudy Zukerman, Bella Rubin, & Hadara C. (Achva Academic College of Education;Tel Aviv University; Bar-Ilan University, Israel), Lynee Ronessi (American University of Sharjah), Emily Golson & Lammert Holdijk (The American University in Cairo), Desiree Motta Roth (U. of Santa Maria, Brazil), Wu Dan (Xi´an International Studies University, China), Roger Graves (U of Alberta, Canada), Magnus Gustafsson (Chalmers University of Technology), Lotte Rienecker & Peter Stray Jorgensen (U. of Copenhagen), Dilek Tokay (Sabanci University), Christopher Thaiss (U. California at Davis), Linda Hirsch (CUNY), de O´Sullivan and Lawrence Cleary (U. of Limerick, Ireland), Karyn Gonano and Peter Nelson (Queensland U. ofTechnology, Australia), Teresa McConlogue, Sally Mitchell, & Kelly Peake (Queen Mary, U. of London), Mary Deane & Lisa Ganobcsik-Williams (Coventry University, England), Lisa Emerson (Massey University, New Zealand), John Bitchener (Auckland University of Technology, NZ), Jonathan Worley (The Writing Centre at St. Mary?s University College, Belfast), Kathleen McMillan & Jonathan Weyers (U. of Dundee, Scotland), Estela Moyano & Lucia Natale (Universidad Nacional de General Sarmiento, Argentina) , Isabel Sole, Ana Teberosky & Montserrat Castello (Universidad de Barcelona & Universidad Ramon LLull, Spain), Ana De Micheli & Patricia Iglesia (U. de Buenos Aires, Argentina), Matilde Garcia-Arroyo & Hilda Quintana (U. Interamericana, Puerto Rico), Helmet Gurber (Vienna University, Austria), Elizabeth Narvaez Cardona (Universidad Autonoma de Occidente, Santiago de Cali, Colombia), Helmet Gurber (Vienna University, Austria), Daniel Perrin (Zurich University, Switzerland), Vera Niederau & Eva-Maria Jacobs (RWTH Aachen University), Otto Kruse (Zurich University, Switzerland), Ursula Doleschal (U. Klagenfurt, Austria), Stefanie Haacke (U. of Bielefeld, Germany ), Katrin Girgensohn (Viadrina U., Frankfurt/O., Germany), Gerd Brauer (U. of Freiburg, Germany), Gabi Ruhmann, (U. Bochum), Emily Purser & Celeste Rossetto (U. ofWollongong, Wollongong, Australia), Francoise Boch & Catherine Frier (Universite Stendhal, Grenoble 3, France), Luuk van Waes (U. Antwerp), Ingrid Stassen (Radboud University).

Genre analysis: English in academic and research settings / John M. Swales

Writing programs worldwide : profiles of academic writing in many places

Research has shown that critically attacking others' work in contemporary science is a very sensitive issue and that the linguistic strategies used to convey academic conflict are not only discipline-specific, but also epoch- and language/culturebound. Little is known, however, on the influence of genre on the linguistic realization of professional disagreement.

In order to determine whether and in what way the communicative/situational function of different genres, the level of knowledge claim characteristic of each genre and the rank/status power relations that exist between authors and their audience have a bearing on the way medical researchers express their dissension, we 'transversally' analyzed the linguistic expressions used to convey disagreement in the four main genres of health communication, viz., research articles (RP), review articles (RV), editorials (ED) and case reports (CR). Towards that end, we randomly selected 50 articles (ED, RP, RV and CR) recently published in mainstream English-written medical periodicals. Critical speech acts were recorded in each article and qualitatively analyzed as to their tone (outright vs. veiled), itself reflected in the discursive choices made to criticize cited sources.

The results of the present study show that editorialists (who are considered by the scientific community as critical expert knowledge-holders) express their criticisms in a direct, authoritarian, highly personal and frequently ironic, condescending and/or sarcastic tone. Authors of RV (who play the role of critical expert knowledge-holders and builders) also tend to voice their disagreement in a categorical and assured way but without emotionally involving themselves. By
contrast, RP writers, who adopt the role of rather self-effaced knowledge-builders, convey their critical comments in an apparently humble and unimposing tone. Finally, the situational context of CR impose upon their authors (who are mostly narrators-reporters) a very low-key profile which, in turn, explains the scarcity of criticism in that particular genre.

A 'polemical cline' -- from blunt criticism (ED and RV) to hardly any dissension at all (CR) through 'politically correct' critical comments (RP)-- was then clearly put to the fore. That cline can be accounted for by the social role and/or the position of authority assumed by the researchers in each genre and their responsibility as knowledge-holders, builders and/or decision-orientators.

/pdf/from-self-highlightedness-to-self-effacement-a-genre-based-4krafqplig.pdf

From self-highlightedness to self-effacement: a genre-based study of the socio-pragmatic function of criticism in medical discourse.

Scholars suggest that what constitutes an effective argumentation is culturally driven and L1 specific rhetorical or argument patterns may influence written argumentation in a second language. The present study, thus, explores the argument preferences of people from the same cultural background across their L1 and L2 texts within a cultural-educational framework. First, participants are given a survey regarding their previous writing instruction that serves as the “small cultural context” to contextualize the findings; then, they write argumentative essays both in their L1 and L2. The texts are analyzed mainly in terms of argument structures based on Toulmin’s (1958) model of reasoning, Hinkel’s (1997; 2005) indirectness devices, Aristotle’s rhetorical appeals, and language style. Then, stimulated recall interviews are conducted to learn the reasons behind the participants’ use of detected patterns and their transfer. The results indicate common patterns used in both similar and dissimilar ways across L1 and L2, influenced by cultural as well as various other factors.

Argumentation across L1 and L2 Writing: Exploring Cultural Influences and Transfer Issues.

This concordance study uses a corpus of applied linguistic articles to explore how and why accomplished academic writers use quotations and citations, specifically the word 'say,' and analyses the lexical and grammatical choices they make. Citations were examined in almost 50,000 words from 11 articles to document use by experts writers. Overuse of 'say' by English-as-a-Second-Language (ESL) students is symptomatic of a lack of vocabulary as well as a lack of understanding of the requirements of academic writing in acknowledging sources. Findings suggest that students lack knowledge of the citation behavior of expert writers and that concordanced research and classroom exercises may help teachers become better able to empower students to make better lexical awareness and choice. Appendixes present the corpus list, most frequent reporting verbs, and concordanced worksheet. (Contains 20 references.) (NAV) **************************************************************AA * Reproductions supplied by EDRS a,a the best that can be made * from the original document. ******************************************************************** HONG KON(; PAPIUZS IN LINGUISOCS AND LANGUAGE. TEACHING IS 0995) ISSN 1013-2059 Citing Previous Writers: What Can We Say instead of 'Say'? U S DEPARTMENT OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER LERIC) Th.s document nas been reproduced ,k received from the persCe or oryonii.tterr, uligirlatit19 ii 0 Minor cl.rmyes have been mane to Improve reproduction qu,ddy Points Of view Or opinions stated in this document do not necesSarily iepre.ent official OEM posamn Or policy Valerie Pickard' The University of Hong Kong Abstract PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BYPERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

/pdf/citing-previous-writers-what-can-we-say-instead-of-say-4e6e4zf8m2.pdf

Genre analysis: English in academic and research settings / John M. Swales

Citations

Writing programs worldwide : profiles of academic writing in many places

From self-highlightedness to self-effacement: a genre-based study of the socio-pragmatic function of criticism in medical discourse.

Argumentation across L1 and L2 Writing: Exploring Cultural Influences and Transfer Issues.

Citing Previous Writers: What Can We Say Instead of 'Say'?.

The visual and the verbal: A case study in macroeconomics

Related Papers (1)

The work of genre: selected essays from the English Institute