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: The question of whether argument practices displayed in friendly interaction would be reflected in some form in formal academic writing that calls for the reasoned projection of a point of view is inquired into.
30 citations
Journal Article•
TL;DR: This paper presents a rhetorical analysis of the Introductions of Computer Science research articles from a specialized corpus with reference to Ann Arbor University's corpus of CS research articles.
Abstract: Resumen en: This paper presents a rhetorical analysis of the Introductions of Computer Science (CS) research articles from a specialized corpus with reference to Ann...
30 citations
TL;DR: This paper analyzed a corpus of universities' recruitment posts on WeChat in China and found that WeChat recruitment posts are characterized by an interdiscursive mix of a wider range of communicative functions, particularly the coexistence of policy discourse and promotional discourse.
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01 Jan 2012
TL;DR: A 20-month writing workshop for part-time education doctoral students as mentioned in this paper was designed to help them deal with some of the writing and emotional challenges involved in the identity transition process associated with becoming a PhD.
Abstract: This chapter analyses a 20-months writing seminar, iterated with 5 cohorts of part-time Education doctoral students. The seminar was designed to help them deal with some of the writing and emotional challenges involved in the identity transition process associated with becoming a PhD. The workshop intertwined scientific with reflective writing, non-threatening peer review with authentic high-stakes audiences, and genre awareness with process approach. Students received plenty of support to write a dissertation abstract and a paper to present in a conference within their field, and also wrote about themselves (an initial autobiography as writers, a letter telling their experience as postgraduate students, and two reflective and evaluative accounts about their work in the seminar). The analysis of these reflective writings revealed some of the deep emotions posgraduates face when trying to take part in the disciplinary community they aspire to enter (insecurity, doubts, incompetence, anxiety, fear of rejection, achievement, agency, and empowerment, among others). The seminar gave them the chance to learn about writing, as well as to develop the necessary social and emotional tools while participating in authentic practices and genres. It also opened a space for students to express their feelings, which led them to start a long-term reflection on whom they were and whom they wanted to become. The chapter shows how some neglected aspects of postgraduates´ enculturation can be integrated into doctoral education, contributing to the debate about which "contents", activities, and time frames should be considered. This could underpin institutional decisions and impact educational practices.
AYUDAR A DOCTORANDOS EN EDUCACION A ENFRENTAR DESAFIOS ESCRITURALES Y EMOCIONALES QUE LES PLANTEA SU TRANSICION IDENTITARIA: Este capitulo analiza un taller de escritura desarrollado a lo largo de 20 meses y reiterado con 5 cohortes de estudiantes doctorales, destinado a ayudarles a enfrentar ciertos desafios escriturales y emocionales involucrados en la transicion identitaria que significa doctorarse. El taller entrelazo escritura cientifica y reflexiva, revision entre pares con audiencias autenticas, y trabajo sobre generos textuales junto con proceso escritural. Los doctorandos recibieron abundante apoyo para producir un abstract de sus futuras tesis y una ponencia para presentar en un congreso de su especialidad. Tambien escribieron sobre si mismos: una autobiografia como escritores, una carta sobre su experiencia como doctorandos y dos notas reflexivas y evaluativas sobre su trabajo durante el taller. El analisis de estos escritos reflexivos revelo algunos de los sentimientos que experimentan al tratar de integrarse en la comunidad a la cual aspiran (inseguridad, dudas, incompetencia, ansiedad, temor al rechazo, logro, empoderamiento). El taller les permitio aprender sobre la escritura tanto como desarrollar recursos sociales y emocionales mientras participaban en practicas y generos autenticos. Tambien abrio un espacio inusual para expresar sus sentimientos, lo cual inicio una reflexion a largo plazo sobre quienes eran y en quienes deseaban devenir. El capitulo muestra como aspectos habitualmente desatendidos de la enculturacion doctoral pueden ser integrados en la formacion de posgrado, lo cual contribuye al debate sobre que "contenidos" deberian incluirse en su curriculum, a traves de que actividades y durante que tiempos. Esto a su vez podria fundamentar decisiones institucionales e incidir en las practicas de ensenanza. VER OTRAS PUBLICACIONES SOBRE ESCRITURA Y POSGRADO EN: https://sites.google.com/site/giceolem2010/posgrado
30 citations
TL;DR: In this paper, the authors look at text production from a social perspective, drawing on concepts of social interaction and discourse community, and show that writing as a social action in a discourse community is constructed by the interactive work of its members.
30 citations