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.
Citations
More filters
TL;DR: It is argued that the use of the term post-process in the context of L2 writing needs to be guided by a critical awareness of the discursive construction process.
198 citations
TL;DR: The authors discusses how all forms of ESL instruction are ideological, whether or not educators are conscious of the political implications of their instructional choices, and asserts that ideology is unavoidable, a position supported by various L1 and L2 scholars whose work is surveyed here.
Abstract: This article discusses how all forms of ESL instruction are ideological, whether or not educators are conscious of the political implications of their instructional choices. Those choices can encourage students to think critically about their education and about society, or they can discourage questioning the status quo in and out of school. This article asserts that ideology is unavoidable, a position supported by various L1 and L2 scholars whose work is surveyed here. Finally, the "accommodationist" politics of apparently neutral pragmatism in English for academic purposes is discussed.
196 citations
TL;DR: The study discusses that a combination of genre and task can create a crucial pedagogical link between socially situated writing performance and choices of language use, which is expected to serve as a springboard to create interfaces between writing and language development in FL contexts.
195 citations
TL;DR: In this article, the authors focus on the practices and beliefs of a group of doctoral science students at a major university in China regarding language re-use in writing for publication in English.
Abstract: Plagiarism has been a topic of considerable discussion in Applied Linguistics. In the literature on plagiarism a distinction can be found between the taking of the ideas of others and the taking of others’ words. In this paper the focus is on the latter, which is referred to as ‘language re-use’. Specifically, the study focuses on the practices and beliefs of a group of doctoral science students at a major university in China regarding language re-use in writing for publication in English. Examples are presented illustrating the students’ strategies of language re-use in each section of the prototypical IMRD (Introduction, Method, Results, Discussion) structure of the genre of scientific research articles, along with the writers’ justifications for such writing practices. It can be seen that the students’ language re-use goes well beyond formulaic expressions and technical terminology which are characteristics of the scientific research article, yet the students believe that their textual practices do not constitute plagiarism, which, to them, primarily means the stealing of others’ work. For English for Academic Purposes (EAP) instruction targeted at novice scientists, the paper calls for a pedagogy that acknowledges and exploits the formulaicity of scientific writing as well as discusses the relationship between ‘form’ (language) and ‘content’ (the work reported) in natural sciences.
194 citations
TL;DR: It is recommended that a move away from impersonal, fragmented and decontextualised systems of healthcare towards personalised, integrated and contextualised models of clinical practice, so that affordable biomedical and technological advance can be delivered to patients within a humanistic framework of care.
Abstract: Despite exponential increases in biomedical and technological advance over the 100 years that have radically transformed the scope, possibility and power of clinical practice, there is a growing and pervasive sense of unease within international medicine that all is not entirely well, leading to claims that medicine has entered a time of significant crisis - a crisis of knowledge, care, compassion and costs. As medicine has become more powerfully scientific, it has also become increasingly depersonalised, so that in some areas of clinical practice an over-reliance on science in the care of patients has led to the substitution of scientific medicine with scientistic medicine and an accompanying collapse of humanistic values in the profession of medicine. Since medicine has the unalterable imperative to care, comfort and console as well as to ameliorate, attenuate and cure, the perpetuation of a modern myth in medicine - that now that we can cure we have no more responsibility to care - risks the creation of an ethical and moral chaos within clinical practice and the generation of negative outcomes for both patients and clinicians alike. With reference to these observations and concerns, we briefly review signal occurrences in the development of the so-called ‘patient as a person’ movement. We then comment on the emergence and progress of the separate evidence-based medicine (EBM) and patient-centered care (PCC) movements, noting how these initiatives have developed in parallel, but how rarely they have entered into exchange and dialogue. Contending that both such movements have greatly enriched the understanding of the profession of medicine, we nevertheless argue that each model remains of itself essentially incomplete as a coherent account of the unique undertaking that is clinical medicine and argue for the need for a rational form of integration to take place between them. Such a coalescence would allow the persons of the patient and clinician(s) to engage in a mutual and dialogical process of shared decision-making within a relationship of equality, responsibility and trust while ensuring that clinical practice remained actively informed by accumulating biomedical science. We recommend that such a development should take place as part of a wider shift within health services, assisting a move away from impersonal, fragmented and decontextualised systems of healthcare towards personalised, integrated and contextualised models of clinical practice, so that affordable biomedical and technological advance can be delivered to patients within a humanistic framework of care which recognises the importance of applying science in a manner which respects the patient as a person and takes full account of his values, preferences, stories, cultural context, fears, worries and hopes and which thus recognises and responds to his emotional, spiritual and social necessities in addition to his physical needs. This, we contend, is person-centered medicine, an emergent model of modern clinical practice.
193 citations