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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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Effective strategies for the teaching and learning of writing
TL;DR: In this article, the theoretical background to this special issue on teaching and learning of writing is discussed. But they focus on direct interventions into cognitive processes from those which focus on the social and motivational context within which the writing process is embedded, arguing that they should be treated as complementary rather than competing.
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Acquiring scientific literacy through content and genre: a theme-based language course for science students
TL;DR: In this paper, a theme-based language course for science students at a South African university was described, where the authors argued that the acquisition of language for science and technology should be regarded as acquisition of a range of literacies of science rather than acquisition of skills or grammatical features.
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Genres, Authors, Discourse Communities: Theory and Application for (L1 and) L2 Writing Instructors
Vai Ramanathan,Robert B. Kaplan +1 more
TL;DR: The authors discussed ways in which disciplinary practices contribute to the simultaneously rigid and fluid nature of genres and the general importance of sensitizing (L1 and) L2 writing instructors to genre-stability and genre-change.
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Radicals of presentation: visibility, relation, and co-presence in persistent conversation:
TL;DR: This work derives from genre literature the idea that radicals, that is root characteristics, of presentation exist in computer-mediated environments and define important aspects of conversation via such media.
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The role of the textbook in EAP writing research
TL;DR: The potential role of writing textbooks in increasing our understanding of academic writing has been discussed in this article, where the authors argue that this role is under-appreciated for several reasons, such as the dampening effects of existing discoursal and social-constructionist accounts of introductory college textbooks, a reluctance to look beyond the ostensible student audience, and a diffidence in recognizing textbook author motives other than the "commercial" or the "ideological".