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: This paper presented an analysis of the major generic structures of empirical research articles (RAs), with a particular focus on disciplinary variation and the relationship between the adjacent sections in the introductory and concluding parts.
133 citations
TL;DR: This paper conducted a case study on citation practices in 14 research papers written by non-native expert and novice writers who belong to the same discipline and work in a major research university in Malaysia.
133 citations
TL;DR: The authors discusses the emerging research which demonstrates the importance of formulaic language in both academic speech and writing and the extent to which it varies in frequency, form, and function by mode, discipline, and genre.
Abstract: Automated, frequency-driven approaches to identifying commonly used word combinations have become an important aspect of academic discourse analysis and English for academic purposes (EAP) teaching during the last 10 years. Referred to as clusters, chunks, or bundles, these sequences are certainly formulaic, but in the sense that they are simply extended collocations that appear more frequently than expected by chance, helping to shape meanings in specific contexts and contributing to our sense of coherence in a text. More recently, work has extended to “concgrams,” or noncontiguous word groupings where there is lexical and positional variation. Together, these lexical patterns are pervasive in academic language use and a key component of fluent linguistic production, marking out novice and expert use in a range of genres. This article discusses the emerging research which demonstrates the importance of formulaic language in both academic speech and writing and the extent to which it varies in frequency, form, and function by mode, discipline, and genre.
133 citations
Book•
15 Jun 2015
TL;DR: The New London Group (NLG) as mentioned in this paper outlined five modes through which meaning is made: Linguistic, Aural, Visual, Gestural, and Spatial, and all writing is multimodal.
Abstract: Multimodal means multiple + mode. In contemporary writing studies, a mode refers to a way of meaning-making, or communicating. The New London Group (NLG) (1996) outlines five modes through which meaning is made: Linguistic, Aural, Visual, Gestural, and Spatial. Any combination of modes makes a multimodal text, and all texts—every piece of communication that a human composes—use more than one mode. Thus, all writing is multimodal.
132 citations
TL;DR: This review of trends in the teaching of English for specific purposes (ESP) presents recent developments in ESP praxis from three different but not mutually exclusive points of reference: the sociodiscoursal, sociocultural, and sociopolitical.
Abstract: This review of trends in the teaching of English for specific purposes (ESP) presents recent developments in ESP praxis from three different but not mutually exclusive points of reference: the sociodiscoursal, sociocultural, and sociopolitical. In addition to a selection of exemplar practices, theoretical analogues are considered for each of these three socially oriented perspectives on ESP. For the sociodiscoursal approach to ESP, genre theory and genre-informed pedagogy are highlighted; for the sociocultural, theories of situated learning and their practical corollaries are focused on; for the sociopolitical, theories and applications of critical pedagogy are emphasized. Possible research directions for all three social turns of ESP are also suggested.
132 citations