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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01 Jan 2004
126 citations
TL;DR: In this paper, the authors describe and analyse the international student prospectus as an instance of a highly promotional genre which clearly reflects the values and forces of the free market and offer a detailed study of the way the practices of marketization manifest themselves at the level of discourse in higher education.
Abstract: This article is a contribution to the existing debate about the marketization of higher education and offers a detailed study of the way the practices of marketization manifest themselves at the level of discourse in higher education. Taking its point of departure in Critical Discourse Analysis and using a text-driven procedure for genre analysis, the article describes and analyses the international student prospectus as an instance of a highly promotional genre which clearly reflects the values and forces of the free market. The article contains two analyses. The first analysis compares four instances of the international student prospectus genre from Finland, Scotland, Australia and Japan and tries to establish genre membership and genre characteristics by considering the overall text structure, and by looking for similarities in content and `rhetorical moves'. The second analysis is an in-depth analysis of the language use in the international student prospectus from the University of Stirling, Scotlan...
125 citations
TL;DR: Sinclair et al. as discussed by the authors investigated whether and to what extent phraseology, as exemplified by the grammar patterns it v-link ADJ to-inf, varies or remains consistent across four multi-million word corpora representing two different genres (research articles and book reviews) and two different disciplinary discourses (History and Literary Criticism), and is therefore at least partly constitutive of these generic and discursive formations.
125 citations
TL;DR: The study illustrates that students have difficulties in understanding how to paraphrase in order to avoid plagiarism because such apparently straightforward academic literacy skills as paraphrasing or summarizing are in fact complex and depend on one's knowledge of the content, the disciplinary nature of citation practices, and the rhetorical purposes of using citations in a specific context of disciplinary writing.
125 citations