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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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Journal ArticleDOI
TL;DR: In this article, the authors analyse interpersonality in research article abstracts in terms of interactional metadiscourse and find that the degree of interpersonability realised by hedges, boosters and attitude markers diminishes over time, though notable differences exist with regard to the subcategories in the interactional domain.

205 citations

Proceedings ArticleDOI
08 Jun 1999
TL;DR: This paper introduces an annotation scheme for scientific articles which can be used to build robust automatic abstracting systems in a consistent way and shows that the scheme is stable, reproducible and intuitive to use.
Abstract: In order to build robust automatic abstracting systems, there is a need for better training resources than are currently available. In this paper, we introduce an annotation scheme for scientific articles which can be used to build such a resource in a consistent way. The seven categories of the scheme are based on rhetorical moves of argumentation. Our experimental results show that the scheme is stable, reproducible and intuitive to use.

203 citations

Journal ArticleDOI
TL;DR: The authors define and problematize the term genre and suggest two promising approaches to teaching genre awareness: learning communities and "macro-genres" to promote rhetorical flexibility and genre awareness.
Abstract: Genre, the most social constructivist of literacy concepts, has been theorized and variously applied to pedagogies by three major ‘schools’: the New Rhetoric, English for Specific Purposes, and Systemic Functional Linguistics. In this paper, I will discuss my long, and ongoing, search for a pedagogy drawn from genre theories for novice academic students. With others, I am trying to find or develop an approach that is coherent and accessible to students while still promoting rhetorical flexibility and genre awareness. I will first define and problematize the term genre. Then, I will briefly discuss what each of the three genre ‘schools’ can offer to novice students ‐ as well as their pedagogical shortcomings. Finally, I will suggest two promising approaches to teaching genre awareness: learning communities and ‘macro-genres’.

203 citations

Journal ArticleDOI
TL;DR: The authors examine some of the research understandings and practical applications of these views by looking at what the approach offers teachers of academic writing, and find that texts are most successful when they employ conventions that other members of the community find familiar and convincing.
Abstract: The last decade has seen increasing attention given to the notion of genre and its application in language teaching and learning. Genre represents how writers typically use language to respond to recurring situations, pointing to the fact that texts are most successful when they employ conventions that other members of the community find familiar and convincing. This community-based nature of genres suggests that their features will differ across disciplines, encouraging teachers to research the features of the texts their students need in order to make these explicit in their classes. I examine some of the research understandings and practical applications of these views by looking at what the approach offers teachers of academic writing.

200 citations

Journal ArticleDOI
TL;DR: This article proposes that the authors' information literacy instruction programs are extended to include tenets of genre theory as a way to move toward a more critical stance in their pedagogy.
Abstract: This article proposes that we extend our information literacy instruction programs to include tenets of genre theory as a way to move toward a more critical stance in our pedagogy. By developing an anthropologist's sensitivity to culture, academic librarians can learn the characteristics of the academic disciplines and then help students learn these characteristics as a way for them to understand the rhetorical practices in these fields. In making tacit practices visible, librarians can facilitate students' transitions into the cultures of their chosen disciplines. In this way, we can help students see that information is constructed and contested not monolithic and apolitical.

200 citations