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Genre analysis: English in academic and research settings / John M. Swales
John M. Swales
- Vol. 1991, Iss: 1991, pp 1-99
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The article was published on 1991-01-01 and is currently open access. It has received 5640 citations till now.read more
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Non-native Graduate Students' Thesis/Dissertation Writing in Science: Self-reports by Students and Their Advisors from Two U.S. Institutions
TL;DR: In this article, the authors report results from a survey of 169 graduate students and their thesis/dissertation advisors at two U.S. southeastern institutions about writing in science, finding that non-native students lack of social networks and use of writing resources.
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Communicative moves in the discussion section of research articles
TL;DR: An analysis of communicative moves in discussion sections across seven disciplines—Physics, Biology, Environmental Science, Business, Language and Linguistics, Public and Social Administration, and Law—has relevance for the teaching of research writing.
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Generalizing about Genre: New Conceptions of an Old Concept
TL;DR: The most recent understandings of genre derive from the work of several significant theorists working with different agendas and from different fields: from literature (M. M. Bakhtin, Tzvetan Todorov, Jacques Derrida), linguistics (M A. K. Halliday, John Swales), and rhetoric (Carolyn Miller, Kathleen Jamieson).
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Fostering Learner Autonomy in English for Science: A Collaborative Digital Video Project in a Technological Learning Environment.
TL;DR: The potential of the project to provide students with opportunities to exercise their capacities as autonomous learners within a structured language learning context is described.
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Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension
Paola Uccelli,Emily Phillips Galloway,Christopher D. Barr,Alejandra Meneses,Christina L. Dobbs +4 more
TL;DR: The authors explored a more inclusive operationalization of an academic language proficiency construct, Core Academic Language Skills (CALS), which refers to a constellation of high-utility language skills hypothesized to support reading comprehension across school content areas.