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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TL;DR: Making a broad distinction between theories concerned with texts, with writers and with readers, it is shown what each approach offers and neglects and what each means for teachers.
Abstract: This paper explores the main approaches to understanding and teaching writing. Making a broad distinction between theories concerned with texts, with writers and with readers, I will show what each approach offers and neglects and what each means for teachers. The categorisation implies no rigid divisions, and, in fact the three approaches respond to, critique, and draw on each other in a variety of ways. I believe, however, this offers a useful way of comparing and evaluating the research each approach has produced and the pedagogic practices they have generated.
34 citations
TL;DR: In this article, the authors apply the notion of signature pedagogies to understand the ways teaching differs among disciplines and explore ways in which the benefit of research on the effectiveness of signatures can be maximized.
Abstract: The continual improvement of post-secondary education (PSE) in Canada requires at least three important elements: (1) an understanding of the forms that good teaching takes, with a focus on how these forms differ from one academic discipline to the next; (2) the use of well-collected data to inform decisions regarding constructive change, and (3) ready access to the collective body of knowledge about post-secondary teaching and learning produced across disciplines and institutions. Here, we examine these three elements, first by applying the notion of “signature pedagogies” to help understand the ways teaching differs among disciplines. Then, from institutional and national perspectives, we explore ways in which the benefit of research on the effectiveness of these pedagogies can be maximized.
34 citations
TL;DR: The experiment indicated that the highly innovative semi-automated approach to dictionary-making (Gantar, Kosem and Krek 2016) can be successfully used as a means to provide lexical content for the design of DOPU, and can also be beneficial to other lexicographical projects of Portuguese.
Abstract: The objective of this PhD project was to propose the design of an online corpus-driven dictionary of Portuguese for university students (DOPU), aimed at both speakers of Portuguese as a mother tongue and as an additional language and covering Brazilian and European Portuguese varieties. For that, the highly innovative semi-automated approach to dictionary-making (Gantar, Kosem and Krek 2016) was adopted, which involves automatic extraction of data from the corpus and import into dictionary writing system. As a method that had never been applied for lexicographical projects of the Portuguese language, it was necessary to experiment the approach for the first time. Thus, all the required pre-requisites were newly developed, namely, a corpus of academic texts, sketch grammar, GDEX configuration, and a specially-tailored procedure for automatic extraction of data. The experiment indicated that not only can this approach be successfully used as a means to provide lexical content for the design of DOPU, but it can also be beneficial to other lexicographical projects of Portuguese.
34 citations
TL;DR: This paper examined the role of citations both as reward and as rhetoric in scientific discourse and found that scientists consistently used five rhetorical practices: using citations in the introduction, using authors' names in the citation, using the citation in a statement that asserts a high level of certainty, using citations to create a research space, and combining the use of the author's names with placement in the article introduction.
Abstract: Research on citations has generally examined citations as part of a system of rewards or as a rhetorical tool for strengthening arguments. This study examines the role of citations both as reward and as rhetoric. The reward system was examined by tracing over time the citation patterns of 13 research articles by two groups of scientists in chaos theory. The rhetorical practices were examined by determining how these articles were cited, by reviewing 609 citations of the 13 research articles. The analysis revealed that scientists consistently used five rhetorical practices: (1) using citations in the introduction, (2) using authors' names in the citation, (3) using the citation in a statement that asserts a high level of certainty, (4) using citations to create a research space, and (5) combining the use of the authors' names with placement in the introduction. These features indicated the articles' centrality in scientific discourse.
34 citations
Dissertation•
26 Nov 2009
TL;DR: In this article, the authors propose a method to solve the problem of "uniformity" and "uncertainty" in the context of video games.2.3.2
Abstract: 2
34 citations