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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25 Jan 2006
TL;DR: A streamlined version of the chapter on classroom organization and management that I wrote for the Third Edition of the Handbook of Research on Teaching (Doyle, 1986a) is presented in this article.
Abstract: This chapter is a streamlined version of the chapter on classroom organization andmanagement
that I wrote for the Third Edition of the Handbook of Research on Teaching (Doyle, 1986a).
The original chapter was written from an ecological perspective and contains the core of what
that perspective is and what it means for classroom management. In this revision I have tried
to maintain the basic outline and topic structure, but have reduced the number of citations
and combined or eliminated sections that primarily elaborated the main themes but were not
essential to an overall understanding of an ecological approach. At the end of the present
chapter, I have added an appraisal of the current status of and prospects for an ecological
approach to classroom management. Readers interested in more details are referred to the
1986 version. For an updated application of an ecological stance to classroom management in
early childhood and elementary classrooms, readers are also referred to the chapter by Carter
and Doyle in this Handbook.
241 citations
TL;DR: The authors identify the rhetorical structure of the LR chapter and compare it with the revised CARS model and find that many LR chapters display an Introduction-Body-Conclusion structure, which suggests that LRs and introductions may not be structurally entirely the same.
236 citations
TL;DR: In this article, an examination of kindergarteners' repeated pretend readings of two stories and two information books was made to gain insights into their strategies in dealing with the distinctive textual properties of the two genres.
Abstract: This paper involves a consideration of the validity of the common assumption in literacy development that narrative or story is somehow primary—that children's abilities to understand and compose stories precede their capabilities to understand and use non-story, informational written language. An examination of kindergarteners' repeated pretend readings of two stories and two information books was made to gain insights into their strategies in dealing with the distinctive textual properties of the two genres. Two features were specifically addressed: (a) their use of co-referentiality of stories versus the co-classification aspects of information books, and (b) their acquisition of lexical items in the two genres. These analyses indicated that children were just as successful in reenacting the information books as they were the stories. Based on these findings, as well as children's preferences for the information books over the stories, it is argued that our unexamined, unacknowledged narrative as primary ideology needs to be reevaluated. There is a common assumption in literacy development that narrative or story is somehow primary—that children's abilities to understand and compose stories precede their capabilities to understand and use non-story written language (Spiro & Taylor, 1987). Older, widely accepted developmental schemes, such as those developed by Britton, Burgess, Martin, McLeod, and Rosen (1975) and Moffet (1968), have supported this assumption. Moreover, more recent claims made by curriculum theorists such as Egan (1988) and those who work in the area of literacy more specifically (e.g., Adams, 1990; Wells, 1986) also foster this story primacy notion.
235 citations
TL;DR: Examination of faculty views on academic writing and writing instruction found that content course faculty and writing instructors each assumed a different set of responsibilities and wrote instruction would be most effectively provided by writing/language teachers.
233 citations
Book•
01 Jan 2006
TL;DR: This chapter discusses conversational and writing styles in the form of spoken and written sentences, as well as sound, Sentence, and Word, and Conversational and Writing Styles.
Abstract: This volume aims to familiarize readers with the varieties of world Englishes used across cultures and to create awareness of some of the linguistic and socially relevant contexts and functions that have given rise to them. It emphasizes that effective communication among users of different Englishes requires awareness of the varieties in use and their cultural, social, and ideational functions. Cultures, Contexts and World Englishes:
demonstrates the rich results of integrating theory, methodology and application
features critical and detailed discussion of the sociolinguistics of English in the globalized world
gives equal emphasis to grammar and pragmatics of variation and to uses of Englishes in spoken and written modes in major English-using regions of the world.
Each chapter includes suggestions for further reading and challenging discussion questions and appropriate research projects designed to enhance the usefulness of this volume in courses such as world Englishes, English in the Global Context, Sociolinguistics, Critical Applied Linguistics, Language Contact and Convergence, Ethnography of Communication, and Crosscultural Communication.
231 citations