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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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01 Jan 2006
TL;DR: The EPEC corpus as discussed by the authors is a corpus of written Basque tagged at morphological and syntactic levels for automatic processing, and it has been used in a number of studies.
Abstract: Andrew WILSON, Dawn ARCHER and Paul RAYSON: Preface I. ADURIZ, M.J. ARANZABE, J.M. ARRIOLA, A. ATUTXA, A. DIAZ DE ILARRAZA, N. EZEIZA, K. GOJENOLA, M. ORONOZ, A. SOROA, R. URIZAR: Methodology and steps towards the construction of EPEC, a corpus of written Basque tagged at morphological and syntactic levels for automatic processing Khurshid AHMAD, David CHENG, Tugba TASKAYA, Saif AHMAD, Lee GILLAM, Pensiri MANOMAISUPAT, Hayssam TRABOULSI and Andrew HIPPISLEY: The mood of the (financial) markets: in a corpus of words and of pictures Jorg ASMUSSEN: Towards a methodology for corpus-based studies of linguistic change: Contrastive observations and their possible diachronic interpretations in the Korpus 2000 and Korpus 90 General Corpora of Danish Kate BEECHING: Synchronic and diachronic variation: the how and why of the sociolinguistic corpora Roderick BOVINGDON and Angelo DALLI: Statistical analysis of the source origin of Maltese Julie CARSON-BERNDSEN, Ulrike GUT and Robert KELLY: Discovering regularities in non-native speech Vojko GORJANC: Tracking lexical changes in the reference corpus of Slovene texts Jose Maria GUIRAO, Antonio MORENO SANDOVAL, Ana GONZALEZ LEDESMA, Guillermo DE LA MADRID, Manuel ALCANTARA: Relating linguistic units to socio-contextual information in a spontaneous speech corpus of Spanish Randall L. JONES: An analysis of lexical text coverage in contemporary German Sarah LEE and Debra ZIEGELER: Analysing a semantic corpus study across English dialects: Searching for paradigmatic parallels Agnieszka LENKO-SZYMANSKA: The curse and the blessing of mobile phones - a corpus-based study into American and Polish rhetorical conventions Judy NOGUCHI, Thomas ORR and Yukio TONO: Using a dedicated corpus to identify features of professional English usage: What do "we" do in science journal articles? Serge SHAROFF: Methods and tools for development of the Russian Reference Corpus Dirk SPEELMAN, Stefan GRONDELAERS and Dirk GEERAERTS: A profile-based calculation of region and register variation: the synchronic and diachronic status of the two main national varieties of Dutch Stella E. O. TAGNIN: A multilingual learner corpus in Brazil Andrew WILSON and Olga MOUDRAIA : Quantitative or qualitative content analysis? Experiences from a cross-cultural comparison of female students' attitudes to shoe fashions in Germany, Poland and Russia Yang XIAO-JUN: Survey and Prospect of China's Corpus-Based Research

35 citations

Journal Article
TL;DR: The preliminary results showed that scholarly blogs could be approached as a situated genre that is part of scholarly communication practice and that this framework can be used to analyse the social and technical features of the blogs.
Abstract: Introduction. Examines how an analytical framework of situated genre analysis can be used to study how research blogs are constructed and used as tools in scholarly communication. Method. A framework was extracted from genre research theories consisting of four concepts: aim, form, content and context. The term situated genre was used to focus on social practices. The context was further elaborated by combining discourse community with the concept of epistemic cultures. Analysis. The main purpose was to outline, discuss and test the framework. Three blogs from researchers in the field of physics were selected and used to test how the framework operated. Results. The preliminary results showed that scholarly blogs could be approached as a situated genre that is part of scholarly communication practice and that this framework can be used to analyse the social and technical features of the blogs. However, the framework has some constraints that have to be addressed. The four concepts are interlaced and can benefit from the application of a number of different methods. Conclusions. The proposed framework is useful as a tool for the analysis of research blogs and for making visible their socio-technical character. Existing genres in a particular epistemic culture, or differences between different epistemic cultures, are issues that could be studied further with this framework. (Less)

35 citations

Journal ArticleDOI
TL;DR: The authors examined the online discussion board communications of a cohort of trainee teachers to better understand the situated identities of the trainees and how they were presented online, and found that teachers felt comfortable with teaching but did not feel comfortable with being a student or being a teacher.
Abstract: Teacher education involves an identity transformation for trainees from being a student to being a teacher. This discourse analysis examined the online discussion board communications of a cohort of trainee teachers to better understand the situated identities of the trainees and how they were presented online. Their discussion board posts were the primary method of communication during placement periods and, as such, provided insight into how the trainees situated their identities in terms of being a student or being a teacher. During the analysis, the community boundaries, language and culture were explored along with the tutor’s power and role in the identity transformation process. This involved looking at the lexis used by the students, the use of pronouns to refer to themselves and others such as teachers and pupils, the types of messages allowed in the community and the effect of the tutor’s messages on their communication. The research found that the trainees felt comfortable with teaching but did...

35 citations

DOI
01 Jul 2013
TL;DR: 90 English and Persian abstracts written in Persian were analyzed based on the IMRD (Introduction, Method, Results, and Discussion) and CARS (Create A Research Space) models, and showed that literature abstracts generally matched CARS more than IMRD; and had minor deviations from both the Persian and the international norms, and exhibited a standard of their own.
Abstract: Following Swales’s (1981) works on genre analysis, studies on different sections of Research Articles (RAs) in various languages and fields abound; however, only scant attention has been directed toward abstracts written in Persian, and in the field of literature. Moreover, claims made by Lores (2004) regarding the correspondence of two types of abstracts with different models, and by Martin (2004) concerning the influence of sociocultural factors on the way writers write needed evaluation. To fill this gap, 90 English and Persian abstracts written in the field of literature, by English and Persian native speakers, were analyzed based on the IMRD (Introduction, Method, Results, and Discussion) and CARS (Create A Research Space) models. The results demonstrated that literature RA writers generally focus on Introduction and Results, neglect Method and Discussion, and do not mention the niche in previous related work; secondly, although none of the models were efficient, literature abstracts generally matched CARS more than IMRD; and thirdly, abstracts written by Persian native speakers had minor deviations from both the Persian and the international norms, and exhibited a standard of their own. The present study also discusses steps which the models fail to predict. In addition, it offers a number of pedagogical implications for TEFL, especially for the writing skill.

34 citations

01 Jan 2016
TL;DR: The findings show how L1 and L2 doctoral students used intertextuality to socialize into academic discourse, mediate discoursal identities, and develop cultural models during the literacy events of the GCLR web seminars.
Abstract: The new world of academic discourse is complex and necessitates that L1 and L2 graduate students learn a multiplicity of texts, master intertextuality, and actively participate in emerging literacies or genres of their disciplines (Molle & Prior, 2008; Swales, 2004; Warren, 2013). Challenges arise about how doctoral students produce, interpret, and learn texts and genres, and how they act and react around text production in particular multicultural institutional contexts (Hyland, 2000; Prior, 2004). Little is known about how students, particularly those in higher education, establish intertextual connections among different modes of texts (e.g., written, oral, visual) for actively engaging in literacy (Belcher & Hirvela, 2008; Seloni, 2012). The purpose of this study is to examine how L1 and L2 doctoral students use intertextual practices to create meaning and develop their academic literacies during the literacy events of Global Conversations and Literacy Research (GCLR) web seminars. Drawing upon microethnographic discourse analysis, more particularly the constructs of intertextuality (Bloome, & Carter, 2013), I investigate the following questions a) How are the L1 and L2 students engaged in intertextual practices in the literacy events of GCLR web seminars? b) How does the use of intertextuality contribute to L1 and L2 students’ academic literacies? The participants are two L1 and two L2 doctoral students, who are also multilinguals, had different first languages (i.e., Korean, English, Chinese), and actively engaged in the GCLR web seminars. Data drew upon interviews, chat transcriptions, video recordings of the web seminars, and visuals. Data collection and analyses began in September 2014, and continued through November 2015. Microethnographic discourse analysis showed how participants constructed intertextual connections during the literacy events of the GCLR web seminars. The findings show how L1 and L2 doctoral students used intertextuality to socialize into academic discourse, mediate discoursal identities, and develop cultural models. The study has implications for L1 and L2 pedagogy, multilingual’s learning, and research: Future research should investigate academic literacies with intertextual connections to oral, written, and online discourses. Educators and graduate students are encouraged to exploit the full potential of intertextuality through metacognition in emerging academic literacies and mediated discoursal identities. INDEX WORDS: L1 and L2 doctoral students, Multilingual learners, Academic literacies, Intertextuality, Online academic discourse community, Web seminars. L1 AND L2 DOCTORAL STUDENTS’ INTERTEXTUALITY AND ACADEMIC LITERACIES AT THE GCLR WEB SEMINARS by Tuba Angay-Crowder A Dissertation Presented in Partial Fulfillment of Requirements for the Degree of Doctor of Philosophy in Teaching and Learning in the Department of Middle and Secondary Education in the College of Education and Human Development Georgia State University Atlanta, Georgia 2016 Copyright by Tuba Angay-Crowder 2016

34 citations