In this paper, there are three articles that concentrate on the analysis of genres should be reviewed.
Particularly so, these three articles shed light on the contribution of the corpus linguistics methodology to the
analysis and application of academic genres. For easy reference, I have to label Article 1 on From Text To Corpus-
A Genre-based Approach to Academic Literacy Instruction by C Tribble and U. Wingate, Article 2 on Using Corpusbased
research and Online Academic Corpora to Inform Writing of the Discussion Section of a Thesis, by L. Flower
dew and Article 3 on An Integration of Corpus-Based and Genre-Based Approaches to Text Analysis in EAP/ESP:
Countering Criticisms Against Corpus-Based Methodologies, also by L. Flower dew.
Discourse and Genre (the relationship between discourse and genre) Aticka Dewi
We provide some questions to make the discussion clearer
1. What is discourse?
Discourse is the use of language in text and context
2. What is genre?
Genre in linguistics refers to the type and structure of language typically used for a particular purpose in a particular context.
3. What is relationship between discourse and genre?
Discourse analysis is genre analysis. When we analyze discourses, of course we will specify them into more specific types from the characteristics of each discourse. For exampleThe specific type of discourses is called as genre.
4. Why should we use genre to analyze discourse?
Discourse is language in use. It is huge and almost unlimited. So, when we want to analyze discourses, we need a limitation to limit the unlimited things. Here, we use an analogy for this statement. (slide 11,12)
Genre provides limit in discourse.
That is why genre is used to help us divining and analyzing the discourses.
5. How do we analyze discourse through genre?
Example: text “Forklift fatty Improving”.
----------
The text is taken from the newspaper report. As we see in the language features and structures, we can divine it into recount text. It is non fiction, because it is based on real event. And it is written. So, we can say that this discourse has written non-fiction recount genre.
But, we cannot make sure that a type of discourse always has the same characteristics, because discourse is neither absolutely homogenous nor absolutely heterogeneous. Discourse is sometimes heterogeneous. Here, we provide two videos which have the same genre, but quite different in terms of language features and structures.
---------VIDEO
From the videos, we can feel that the first and the second videos are quite different. The structure in the first video is introduction (addressing, personal value), content (some important issues, e.g: financial issues, goals of America, ), closing (hope for American future, blessing). The language features used in the first video is more formal, present tense. The atmosphere created is formal.
From the second video, the structure is introduction (personal value without addressing), content (some goals), closing (. The language features used in the video is mixing, unclear and needs more understanding. The atmosphere created is a bit humorous.
Although they have different characteristics, they have the same genre in term of purpose, that is political genre.
From those videos, we can conclude that we cannot stick to an idea that a genre of discourse always has the same characteristics. AGAIN, discourse is neither absolutely homogenous nor absolutely heterogeneous.
This study was an assessment of authorial stance using engagement framework by Tanzanian EFL academic writers so as to reveal the linguistic resources that enable authors to present a stance toward the research they are reviewing and presenting. Specifically, the study sought to i) explore pattern of expanding and contracting in presenting authorial stance in the selected dissertations and theses, ii) assess the authors’ linguistic resources for expanding moves, and iii) assess the linguistic resources for contracting moves by the authors. The study adapted Martin and White (2005) engagement system framework focusing on heterogloss. The study was conducted at the Open University of Tanzania. We analyzed the engagement of 20 EFL post-graduate theses and 20 Dissertations at Master’s and Doctoral levels by the EFL candidates/authors and used document analysis as a sole tool of data gathering. In conducting analyses of these texts, each was first broken down into non-embedded clauses and analyzed based on the engagement system belonging to heterogloss categories then their respective sub-categories. Findings revealed that the dissertation/theses writers varied in their mode of registering their stances towards the subject matter and thence proven heteroglossic rather than monoglossic. In that way they were able to establish their authorial territory and claim their visibility or presence instead of being compilers or reporters of findings by others. It was further noted that author stance was more noticed in literature review and introduction chapters.
This ppt provides summarized ideas of the relation between discourse analysis and language teaching. This ppt was used of the course "Discourse Analysis" at UCSC.
Discourse and Genre (the relationship between discourse and genre) Aticka Dewi
We provide some questions to make the discussion clearer
1. What is discourse?
Discourse is the use of language in text and context
2. What is genre?
Genre in linguistics refers to the type and structure of language typically used for a particular purpose in a particular context.
3. What is relationship between discourse and genre?
Discourse analysis is genre analysis. When we analyze discourses, of course we will specify them into more specific types from the characteristics of each discourse. For exampleThe specific type of discourses is called as genre.
4. Why should we use genre to analyze discourse?
Discourse is language in use. It is huge and almost unlimited. So, when we want to analyze discourses, we need a limitation to limit the unlimited things. Here, we use an analogy for this statement. (slide 11,12)
Genre provides limit in discourse.
That is why genre is used to help us divining and analyzing the discourses.
5. How do we analyze discourse through genre?
Example: text “Forklift fatty Improving”.
----------
The text is taken from the newspaper report. As we see in the language features and structures, we can divine it into recount text. It is non fiction, because it is based on real event. And it is written. So, we can say that this discourse has written non-fiction recount genre.
But, we cannot make sure that a type of discourse always has the same characteristics, because discourse is neither absolutely homogenous nor absolutely heterogeneous. Discourse is sometimes heterogeneous. Here, we provide two videos which have the same genre, but quite different in terms of language features and structures.
---------VIDEO
From the videos, we can feel that the first and the second videos are quite different. The structure in the first video is introduction (addressing, personal value), content (some important issues, e.g: financial issues, goals of America, ), closing (hope for American future, blessing). The language features used in the first video is more formal, present tense. The atmosphere created is formal.
From the second video, the structure is introduction (personal value without addressing), content (some goals), closing (. The language features used in the video is mixing, unclear and needs more understanding. The atmosphere created is a bit humorous.
Although they have different characteristics, they have the same genre in term of purpose, that is political genre.
From those videos, we can conclude that we cannot stick to an idea that a genre of discourse always has the same characteristics. AGAIN, discourse is neither absolutely homogenous nor absolutely heterogeneous.
This study was an assessment of authorial stance using engagement framework by Tanzanian EFL academic writers so as to reveal the linguistic resources that enable authors to present a stance toward the research they are reviewing and presenting. Specifically, the study sought to i) explore pattern of expanding and contracting in presenting authorial stance in the selected dissertations and theses, ii) assess the authors’ linguistic resources for expanding moves, and iii) assess the linguistic resources for contracting moves by the authors. The study adapted Martin and White (2005) engagement system framework focusing on heterogloss. The study was conducted at the Open University of Tanzania. We analyzed the engagement of 20 EFL post-graduate theses and 20 Dissertations at Master’s and Doctoral levels by the EFL candidates/authors and used document analysis as a sole tool of data gathering. In conducting analyses of these texts, each was first broken down into non-embedded clauses and analyzed based on the engagement system belonging to heterogloss categories then their respective sub-categories. Findings revealed that the dissertation/theses writers varied in their mode of registering their stances towards the subject matter and thence proven heteroglossic rather than monoglossic. In that way they were able to establish their authorial territory and claim their visibility or presence instead of being compilers or reporters of findings by others. It was further noted that author stance was more noticed in literature review and introduction chapters.
This ppt provides summarized ideas of the relation between discourse analysis and language teaching. This ppt was used of the course "Discourse Analysis" at UCSC.
Teaching learning skills at post secondary level - from critique to pedagogic...The Free School
This paper summarises the rationale that underpins the curriculum design for a unit of study
that I have authored titled ‘Teaching learning skills at post-secondary level’. This paper
comprises part of a series by this author that shows how academics may use detailed practical
examples to supplement their scholarship that offers a critique of pedagogical practices.
This book is primarily aimed at implicitly setting a framework for integrating online and face-to-face instruction coherently in one language course, although the authors claim that the book is not attempting to prescribe a series of dos and don’ts. The relatively concise but well-crafted book considers teachers as its main audience, walking them through various stages of creating a hybrid class, namely decision-making, planning, integration, and evaluation.
Introduction
Summary of the article/Dissertation
Critical Review on the Research
Organization, arguments and evidences in each part:
Abstract and Introduction
Literature review
Methodology
Results
and mechanics
Conclusion
evaluate existing methodological approaches
inconsistencies in results
An Investigation of the Reading Text ‘Pakistan Zindabad’ (Long Live Pakistan)...Bahram Kazemian
This paper is a critical study in Critical Discourse Analysis paradigm of a Textbook prescribed for intermediate students (Second Language Learners) in Government Colleges affiliated to the Board of Intermediate and Secondary Education (BISE) Larkana, Sindh, Pakistan. The textbook contains selected texts to improve students reading skills integrated with writing activities. Each of the texts contains questions at the end to be answered. It is observed that the reading tasks are badly designed and there is no mental activity to involve students in the text discourse. The study focuses on critical discourse of the underlying text to inspect whether the text reading involves students in the critical discourse or not; it also attempts to analyze the Reading Text ‘Pakistan Zindabad’ to identify problems showing the gap and unawareness on the part of teachers and students regarding the critical discourse of the text in classroom reading context. It is also suggested that teachers need to bring about a change in their traditional teaching methods in order to tackle the issue. The awareness of critical discourse analysis is recommended on the part of the teachers in order to analyze and understand the real meaning of the text. In result, it may develop the critical approach which is very essential for a reader.
Using ePortfolio to Foster Interdisciplinary Thinking and Effective Pedagogic...Premier Publishers
This work describes a project using ePortfolio as a medium to facilitate effective pedagogical strategies in the context of a group-based research paper assignment spanning class boundaries. Small groups of students were required to complete a scaffolded, semester-long project culminating in a group research paper based on some topic of relevance to the fields of biology and chemistry. Each group consisted of students from a chemistry class and a biology class. Our aim was to enhance student understanding of scientific concepts, while exercising critical thinking, writing, and reflective skills in an interdisciplinary context using ePortfolio as the medium for work and feedback. We describe the nature and development of the assignment, its implementation and challenges encountered in the process of developing and refining the project. This work was implemented with two cohorts of students. The first attempt revealed a series of shortcomings centering around lack of student interactions and unresponsive group members. These issues were largely alleviated in the second implementation. Our basic framework can be adapted by educators in any discipline seeking to implement multiple pedagogical approaches simultaneously through using ePortfolio. Our experience suggests that the pedagogical strategies we utilized can be successful given adequate instructor engagement and feedback.
Previously, one of the vital tasks of English learning is to find new methods and resources to make the EFL students
more stimulating and productive. Recently, the usage of movies (in DVD format) in courses became popular or
supplementary resources to learn English among EFL learners. Many researchers stated that authentic video is an
advantage and inspiring tool in language learning. However, there have been quite few studies on the relationship
between effective learning and students’ movie preferences. This research aims at finding the relationship between
effective learning and students’ movie preferences. To this end, data were collected by using posttests. Participants were
students from a Iraqi school in Kuala Lumpur. The researchers uncovered that the participants had insight into the
subtitles/captions which are used in the movie in classrooms. The implications of these findings and suggestions are
discussed.
Acquisition of english prepositions among iraqi secondary.publishedBilal Yaseen
The study focuses on the acquisition of English prepositions among students of Iraqi secondary school in Kuala
Lumpur, Malaysia. Participants in the study were (20) students all of them at sixth level. The researchers studied the
students’ responses to the given test to investigate the problematic prepositions of English language that Iraqi English as
foreign language (EFL) learners have in their everyday and academic usage; and investigate the way that EFL Iraqi
learners differentiate between using English and Arabic prepositions. The major finding in this study is that the main
reason for all the errors is the dominance of the mother tongue (MT) on English language (EL), especially with Arabic
language having a syntactic structure when imposed on EL that too with Arabic meaning on EL. The dominance and
influence of one’s MT is a major challenge in using the EL in the right way by Iraqi EFL learners. In a subconscious
manner, Iraqi EFL learners tend to use or impose their MT’s syntactic, semantic structures and patterns on EL. Arabic
and English have different number of prepositions and word-to-word equivalents of prepositions cannot be found
between Iraqi Arabic and English Languages. Iraqi EFL learners are influenced by the prepositional system of their MT
(Arabic) when they intend to use the prepositions in EL and this leads to errors and lack of idiomaticity. Inaccuracy is a
result of this, which is reflected in class hours for EFL learners.
The planning policy of bilingualism in education in iraqBilal Yaseen
Iraq as a multicultural and multilingual country has different languages as Arabic, which is the dominant language, and
it also has some other minority languages, such as Kurdish, Turkish, Syriac....etc. Over the last 80 years, Iraq which was
involved in some political struggles, had faced many internal problems regarding the Arabic domination that occurred,
and this was owing to the absence of clear language policy used. Children learning in the Iraqi system, for instance,
speak and study all courses in Arabic, while speaking and using their own culture at home tend to be done in their first
language. The minorities’ language usage in Iraq was ignored both inside the schools as well as in the curriculum
construction. So this study focuses on the following issues: the first issue is, What is the strategy of language planning
policy in Iraq? the study discusses the strategy and the planning educational system that Iraq applies now, the second
issue is, What is the status of minority languages in Iraq? Iraq is a multicultural county and has many minorities
communities with different languages, the third issue is, What are the challenges of language in Iraq? as long as there is
different languages within one country the study also focuses on the challenges that been faced in the planning policy
system, and the last issue is, Is there a homogenous relationship during the current policy? How? the study shows the
homogenous relationship inside the current policy and the researches give many suggestions and recommendations
regarding to the current policy and what is needed for improving the educational planning policy system.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Genre analysis and the language 2847
1. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 4, Issue 1, pp: (418-421), Month: January - March 2016, Available at: www.researchpublish.com
Page | 418
Research Publish Journals
Genre Analysis and the Language-Learning
Classroom
Bilal Huri Yaseen
Ministry of Education in Iraq TESOL Teacher in Al-Anbar Directorate of Education
Abstract: In this paper, there are three articles that concentrate on the analysis of genres should be reviewed.
Particularly so, these three articles shed light on the contribution of the corpus linguistics methodology to the
analysis and application of academic genres. For easy reference, I have to label Article 1 on From Text To Corpus-
A Genre-based Approach to Academic Literacy Instruction by C Tribble and U. Wingate, Article 2 on Using Corpus-
based research and Online Academic Corpora to Inform Writing of the Discussion Section of a Thesis, by L. Flower
dew and Article 3 on An Integration of Corpus-Based and Genre-Based Approaches to Text Analysis in EAP/ESP:
Countering Criticisms Against Corpus-Based Methodologies, also by L. Flower dew.
Keywords: linguistics methodology, Genre-Based Approaches to Text Analysis in EAP/ESP.
1. INTRODUCTION
To properly introduce the discussion, the notion of genre has emerged as a subject of interest in various disciplines such
as arts, media, linguistics and applied linguistics. A novel for instance, is one of the many examples that have been
regarded as belonging to a genre and boasting off its own typical schematic structures. Important implications have grown
out of this trend. An implication suggests that the nature of language should be seen as a functional tool for fulfilling
particular communicative purposes. Also cannot dismiss the fact that genre-based language teaching has survived as an
effective form of language pedagogy in schools (Derewianka 1990), at colleges and universities (Swales 1990), and in
various professional contexts (Bhatia 1993). The underpinning theory is that explicit teaching of schematic structures that
characterise particular genres is critical to learners’ success in appropriating these genres. Being a concept with extensive
applications, genre has been conceptualised in a diverse manner according to several different theoretical camps. As we
shall see later, there are two major approaches to genre, the first is a text-based and the second is a situation-oriented
approach (Flowerdew, 2002). The major divergence can be seen in the theoretical and pedagogic foci of these studies. A
text-based approach describes and teaches generic features of genres while a situation-oriented approach views genre as a
response to recurring rhetorical situations with its pedagogic focus on inculcating students’ contextual awareness. While
both textual scaffolding and contextual awareness have places in genre pedagogy, discussion has seldom been noticed on
what students learn from texts and what has led to the development of a writer’s capacity to use genre forms in creative
light.
2. ARTICLE ONE REVIEW AND FINDINGS
Article 1 makes a general claim that the broadening participation in Higher Education and a drastic increase in bringing in
batches of overseas students has urged academic bodies to admit on the literacy demands they require from their students,
and to cater for the students’ learning needs. With the different literacy requirements among the students, it has encourage
higher education bodies to strategise on some approaches to teaching academic writing.
In terms of the procedure, Article 1 researchers had resorted to the KLC Apprentice Writing Corpus to provide the
databank of exemplars- the corpus contains the following data: laboratory reports of MSc Pharmacy students and course
assignments and dissertations of MA ELT and Applied Linguistics students. Before building on the corpus, researchers
2. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 4, Issue 1, pp: (418-421), Month: January - March 2016, Available at: www.researchpublish.com
Page | 419
Research Publish Journals
are required to get the approval from the College Research Ethics Committee and obtain students’ agreement on
submitting their texts for analysis. In developing the writing course, the project consists of two phases- the first deals with
text analysis and the development of materials that help students understand and control the conventions of the genre they
are writing, and the second phase seeks to develop some extension materials for students who need to be assisted with the
linguistic aspect of writing. The researchers had proposed a model that considers theories with orientation leaning on the
social practices like Academic Literacies and Critical EAP where it encourages students to also pay attention to aspects
like the social roles in their disciplinary genre analyses, where the model also looks into textual exemplars, and it also
does not deny the importance of the cooperation between writing and the subject experts and novice writers.
I do not deny the fact that this first article does highlight some irrefutable advantages. The use of this model indicates that
this novel process will be realistic- relevant parties will focus first on manageable sets of texts from particular genres as
the platform to develop the instructional materials, and then it will move further to discipline-specific corpora of students’
writing to develop the supplementary materials. Also, it will lend to the development of useful resources to improve
students’ writing skills in disciplinary genres. Another advantage of the model rests in the fact that it enables students
from all backgrounds to learn from both credible and not-so credible practices.
On the other hand, despite the fact that the task is to obtain both high-scoring and low-scoring texts from students, the
shortage of low-scoring scripts was hard to dismiss, as less successful students would and had been naturally reluctant to
submit their texts. It was also a fact that when it comes to analysing and establishing the data in the form of the samples,
the study is not able to provide a full sense of the materials, as the scripts are long and detailed. Evidently, not all the
extracts were able to be provided and even if they are illustrated, they were only published in chunks of texts.
Some findings in Article 1 are engaging to me. The first finding I find interesting and important is that the students, as the
direct recipients of benefit out of this module will definitely understand fully how meanings are interacting and relayed
within their own fields, and why different meanings would matter greatly in the development and transmission of
disciplinary knowledge. Also, this module has been able to extract students’ own participation and because of this, it is
found that students can well criticise their own texts. Next, another finding that I think is worthwhile is to know that in
future, they can be equipped with a resource bank which they may find useful in their future writing.
In a nutshell, the findings in Article 1 offer a realistic and sustainable way of providing focused, discipline-specific
writing instruction to students of various levels. It also disseminates responsibility to writing and subject experts and via
this active involvement, the instruction will be assured to be authentic and subject-specific. The development of both
Phase 1 and Phase 2 will serve as a long-term investment for university programmes, as they are universal and highly of
value for various levels and groups of students, and thus automatically suggesting that the model being discussed in this
article will last longer than anybody would expect.
3. ARTICLE TWO REVIEW AND FINDINGS
Grounded on students’ capability in writing, there are two claims made in Article 2. Looking at the growing
internationalization of world universities and the pressure mounting on academic staff and their post-graduate students to
publish high-impact journals, the increasing importance of academic writing programmes, specially aiming to aid post-
graduate students write research articles, these and dissertations cannot be denied. This article also makes a firm claim
that there are only few accounts on corpus-pedagogic applications specifically for doctoral students, and this
subconsciously may help explain the purpose of this current work.
Touching on the procedure, there is a two-part workshop (the first was done in the spirit of Swales’ approach to genre,
where students were asked to make out the rhetorical functions in some extracts from the discussion section and underline
any words or lexico-grammatical phrases which cue the particular rhetorical functions; the second workshop is more
discovery-based, where students were asked to give phraseologies deemed appropriate and then to propose their
suggestions against the corpus data) involved in this study; these workshops concern with writing the Discussion Section
of a thesis as part of voluntary workshops to postgraduate students of science and engineering at a HK-based tertiary
institution, followed by an individual consultation session on students’ first drafting of work. For the consultation, 780
empirical research articles were used and they came from 39 different disciplines from the fields of Engineering and
Applied Sciences and Humanities and Social Sciences. From the compilation of articles, in each discipline 20 active,
popular journals with high impact ratios were able to be enlisted.
3. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 4, Issue 1, pp: (418-421), Month: January - March 2016, Available at: www.researchpublish.com
Page | 420
Research Publish Journals
As far as the advantages are concerned, the study provides students with a good strategy to get them to familiarize
themselves with the types of searches they might be able to perform, other than the fact that it can highlight the strength of
the corpus consultation arranged. Moreover, the CRA allows the act of uploading students’ own corpora, so they can
work on their own corpora of discussion sections of the journals in their respective branch of study. Nonetheless, what
seems unavoidable is the fact that it is easy for students to become uncertain, when it comes to naming and understanding
the actual functions of some grammatical items (in this study, the researcher had talked about students getting confused
about the use of conditionals). Additional to this is the fact that searching from the software can only be performed by
Discipline or section, not both, indicating that the search is rather limited. The program also makes do with a brief context
of the word or phrase instead of a wider context encompassing various sentences. As evidence, students stated that
although they were used to the vocabulary and phrases displayed in the concordance output, there was no evidence that
they had used them in their writing. The finding of this article suggests that the workshops were commented by students
positively and they had learned a lot of useful tips on writing the Discussion part of the thesis.
For the long run, it is easy to see that doctoral students should be able to learn on how to write the part of their theses
better, and better concentrate on the possible shift from writing ‘traditional thesis’ to the article compilation model. The
phraseology tasks in the second workshop still finds its relevance in the discussion part of thesis, since the limelight is on
the regular, non-topic specific lexico-grammatical patterns. Broadly speaking, corpus-based research on experts’ and
learners’ academic writing is also very valuable especially when we talk about creating and framing tasks in the corpus
consultation.
4. ARTICLE THREE REVIEW AND FINDINGS
Article 3, next, claims that the many corpus-based analyses in EAP/ESP from a textlinguistic perspective tend to be side
by side with those analyses of lexical and grammatical items or lexico- grammatical patternings at the sentence-level,
where many of the textlinguistic corpus works have been concerned on genres. The researcher contends further that both
corpus and genre-based approaches to text analysis in EAP/ESP, in combination, can somehow, address some major
criticisms that have been broiling on the corpus linguistic analyses- it is said that these analyses tend to apply bottom-up
rather than top-down methodologies and also, they fail to dwell into the socio-cultural setting that is vital when dealing
with decontextualised corpus data.
It is interesting that the procedure for this article actually entails comparing the two camps of text analyses. Flowerdew
(2004) concerns with the idea of looking at two approaches: 1) English for Specific Purposes based on the Swalesian
genre tradition, 2) North American New Rhetoric studies. In brief, ESP stresses on the social function and form of
spoken and written language in academic and research settings, targeting at analysing non-NNS writing. New Rhetoric, on
the other hand, focuses on composition studies and professional writing in L1 (the first language) context. Apart from
shedding light on the social purposes that genres seek to address in some situational contexts, scholars of the New
Rhetoric also see genres as dynamic, social texts and at the same time ongoing processes of discourse production and the
reception moulded by other relevant texts and utterances of the socio-cultural context.
Looking at the advantages, many of the linguists from the ESP camp have been able to create a number of tagging
systems for coding the generic ‘move structures’- covering aspects like background, scope and purpose in the introductory
sections of reports. This is exemplified by Thompsons’ examination of the use of citations in a corpus of 20 PhD theses
written by native speakers from varying disciplines in the field of Agriculture at the University of Reading. Here,
Thompson drew a tagging system that distinguishes between the integral (the ones in sentences), and the non-integral
citations (citations separated from the sentence by brackets and which plays no role in the sentence). It also dwells into the
politeness strategies, so this goes to suggest that the cultural role that the participants could play in shaping the discourse
is not cast aside. On the other hand, Non-Rhetoric proponents account for the ethnographic dimension, or in other words,
the interviews and observations, rather than the linguistic or rhetorical methods.
There are some difficulties emerging as far as the Swales’ corpus-based methodologies are concerned. Swales’ main tool
is concordancing software, so it will automatically put a restriction to the analysis to the bottom-up research of the corpus
data. It also disregard the contextual features of the text, let alone the visual and the social contexts that can help interpret
the concordance lines. In terms of the tagging, the tedious task of having it to do it manually has made it unfeasible to
carry out this task on large-scale corpora that have millions of words. It also necessitates close scrutiny of the text and
4. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 4, Issue 1, pp: (418-421), Month: January - March 2016, Available at: www.researchpublish.com
Page | 421
Research Publish Journals
because of that, it is very time-consuming, making the focus rest on small specialised corpora. Characteristically, ESP is
more suitable with texts of mixed genres with various move structures, so understandably it is difficult to assign a specific
function to certain rhetorical features as the interpretation is governed by various contextual features.
The proponents of New Rhetoric also consider the influence of intertextuality- the influence of other texts in the discourse
construction- both are seen as the diadvantages of this approach. Nonetheless, a corpus-based study shows that to
compensate for the lack of knowledge of appropriate lexico-grammatical phrases, what we have is the students who have
becoem very dependent on the rubrics provided in the report-writing guidelines.
5. CONCLUSION
All in all, we have been able to conclude that worthwhile corpus-based investigations have been stemming from Swale’s
notion of ESP, or incorporating the elements of the New Rhetoric approach to genre. They can actually complete one
another in the sense that corpus-based methodologies have been informed by the genre text analysis, while simultaneously
genre theories can equally take corpus-based methodologies for their plus points. It is evidence that the knowledge of
contextual features may facilitate greater use of discourse-based tags. Also, the use of small corpora is deemed useful not
only for analysis, but also for teachers and their pedagogical strategies. Put simply, the more the corpus draws on features
from students’ own socio-cultural background, the easier it should be for the teacher to play a mediating role, or
particularly as the specialist informant of the raw corpus data, this makes the data more authentic and potentially more
interesting and engaging to be used in language classrooms.
As has been demonstrated, various parties or actors in language classroms can well benefit from genre analysis studies,
and the above mentioned reviews of the three journals have provided an excellent illustration of this fact.
REFERENCES
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