Bibliographic references:
1 Gómez José Luis, Theory of the Essay / Blogspot.com / February 2008
2 Michel de Montaigne. Definition of essay / blogspot.com/ September 2004
3 Bilingual Onix Dictionary / San Martin and Dominguez editors, SC / 2001
This presentation about referencing can assist academics busy with their research proposal as well as those who are intending to write articles for publication
This document discusses what a literature review is and how to write one. It defines a literature review as a comprehensive summary of previous research on a topic that provides an overview of current knowledge and identifies relevant theories, methods, and gaps. It explains that a literature review surveys literature in a chosen area of study, synthesizes the information into a summary, and critically analyzes the information to identify gaps and limitations. The document also outlines the main objectives and key steps to writing a literature review.
Essays are generally scholarly pieces of writing giving the author's own argument, but the definition is vague, overlapping with those of an article, a pamphlet and a short story.
Essays can consist of a number of elements, including: literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author. Almost all modern essays are written in prose, but works in verse have been dubbed essays (e.g. Alexander Pope's An Essay on Criticism and An Essay on Man). While brevity usually defines an essay, voluminous works like John Locke's An Essay Concerning Human Understanding and Thomas Malthus's An Essay on the Principle of Population are counterexamples. In some countries (e.g., the United States and Canada), essays have become a major part of formal education. Secondary students are taught structured essay formats to improve their writing skills; admission essays are often used by universities in selecting applicants, and in the humanities and social sciences essays are often used as a way of assessing the performance of students during final exams.
The document discusses a research paper assignment for an art education cognitive research course. The paper is to analyze 4 sources on a relevant topic, summarizing arguments and discussing philosophical orientations. The summary should draw conclusions on the dominant orientation in the field based on these sources. The paper should be 4 pages, incorporating class materials and following formatting guidelines.
Genre refers to major types of literature and communicative events that have recognized structures and purposes. There are three main approaches to analyzing genre: the ESP school focuses on academic genres, the Sydney school emphasizes communicative purpose and staging, and rhetorical genre studies views genres as social actions. While the approaches have differences, they also share similarities in recognizing the social dimensions and purposes of genres. Applying genre theory to pedagogy can help students develop competence in valued genres of their disciplines and communities.
A Contrastive Study Of Hedging In Environmental Sciences Research ArticlesAnita Miller
This document summarizes a study that compares the frequency and types of hedges used in the Discussion sections of research articles in Environmental Sciences. The study analyzed 60 research articles written in English by English researchers, Iranian researchers writing in English, and Iranian researchers writing in Farsi. The study found no significant differences in hedge use between English and Iranian authors writing in English. However, it did find significant differences between English and Farsi written articles, which may be due to differences in how certainty is expressed in Farsi versus international academic discourse norms. The study used Salager-Meyer's taxonomy to analyze hedges.
Academic attribution citation and the construction of disciplinary knowledge...Christine Maffla
This document discusses how citation practices contribute to the construction of disciplinary knowledge. It analyzes 80 research articles across 8 disciplines, investigating how citations are used and the differences between fields. The study finds disciplinary differences in both the frequency of citations and how authors are referenced. Humanities/social science papers employed more citations and were more likely to use integral structures and reporting verbs, while sciences used fewer citations and preferred non-integral citations. These differences reflect how knowledge is negotiated and confirmed within academic communities.
Bibliographic references:
1 Gómez José Luis, Theory of the Essay / Blogspot.com / February 2008
2 Michel de Montaigne. Definition of essay / blogspot.com/ September 2004
3 Bilingual Onix Dictionary / San Martin and Dominguez editors, SC / 2001
This presentation about referencing can assist academics busy with their research proposal as well as those who are intending to write articles for publication
This document discusses what a literature review is and how to write one. It defines a literature review as a comprehensive summary of previous research on a topic that provides an overview of current knowledge and identifies relevant theories, methods, and gaps. It explains that a literature review surveys literature in a chosen area of study, synthesizes the information into a summary, and critically analyzes the information to identify gaps and limitations. The document also outlines the main objectives and key steps to writing a literature review.
Essays are generally scholarly pieces of writing giving the author's own argument, but the definition is vague, overlapping with those of an article, a pamphlet and a short story.
Essays can consist of a number of elements, including: literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author. Almost all modern essays are written in prose, but works in verse have been dubbed essays (e.g. Alexander Pope's An Essay on Criticism and An Essay on Man). While brevity usually defines an essay, voluminous works like John Locke's An Essay Concerning Human Understanding and Thomas Malthus's An Essay on the Principle of Population are counterexamples. In some countries (e.g., the United States and Canada), essays have become a major part of formal education. Secondary students are taught structured essay formats to improve their writing skills; admission essays are often used by universities in selecting applicants, and in the humanities and social sciences essays are often used as a way of assessing the performance of students during final exams.
The document discusses a research paper assignment for an art education cognitive research course. The paper is to analyze 4 sources on a relevant topic, summarizing arguments and discussing philosophical orientations. The summary should draw conclusions on the dominant orientation in the field based on these sources. The paper should be 4 pages, incorporating class materials and following formatting guidelines.
Genre refers to major types of literature and communicative events that have recognized structures and purposes. There are three main approaches to analyzing genre: the ESP school focuses on academic genres, the Sydney school emphasizes communicative purpose and staging, and rhetorical genre studies views genres as social actions. While the approaches have differences, they also share similarities in recognizing the social dimensions and purposes of genres. Applying genre theory to pedagogy can help students develop competence in valued genres of their disciplines and communities.
A Contrastive Study Of Hedging In Environmental Sciences Research ArticlesAnita Miller
This document summarizes a study that compares the frequency and types of hedges used in the Discussion sections of research articles in Environmental Sciences. The study analyzed 60 research articles written in English by English researchers, Iranian researchers writing in English, and Iranian researchers writing in Farsi. The study found no significant differences in hedge use between English and Iranian authors writing in English. However, it did find significant differences between English and Farsi written articles, which may be due to differences in how certainty is expressed in Farsi versus international academic discourse norms. The study used Salager-Meyer's taxonomy to analyze hedges.
Academic attribution citation and the construction of disciplinary knowledge...Christine Maffla
This document discusses how citation practices contribute to the construction of disciplinary knowledge. It analyzes 80 research articles across 8 disciplines, investigating how citations are used and the differences between fields. The study finds disciplinary differences in both the frequency of citations and how authors are referenced. Humanities/social science papers employed more citations and were more likely to use integral structures and reporting verbs, while sciences used fewer citations and preferred non-integral citations. These differences reflect how knowledge is negotiated and confirmed within academic communities.
A Convincing Argument Corpus Analysis And Academic PersuasionHeather Strinden
This document summarizes Ken Hyland's analysis of academic persuasion through corpus linguistics. Hyland argues that academic writing is persuasive and knowledge is constructed through community-situated writers engaging in disciplinary practices and rhetorical choices. He analyzes a corpus of research articles to explore how writers establish credibility and anticipate objections through citation practices, interactional features, and self-mentions. The corpus includes 240 papers across 8 disciplines to represent a broad cross-section of academic practices and how persuasion is accomplished through language that draws on institutional conventions.
A Generic Analysis Of The Conclusion Section Of Research Articles In The Fiel...Andrea Porter
This document summarizes a study that analyzed the conclusion sections of 20 research articles in sociology written in English and Persian. The researchers used a genre analysis model to identify common moves and steps within the conclusion sections. They found both similarities and differences between the corpora. No constant move pattern was identified, but the moves formed a variably patterned cyclical structure. The results contribute to understanding research article conclusions and can help writing instructors guide students to write more effective conclusions.
Activity And Evaluation Reporting Practices In Academic WritingMichelle Shaw
This document analyzes reporting practices in academic writing through a study of a corpus of 80 research articles from 8 disciplines. It finds that academic writing relies heavily on reporting prior work to establish context and build arguments. Reporting is usually done through attribution of propositional content to other sources using reporting verbs.
The study develops a taxonomy to categorize reporting verbs based on the type of activity they represent (research/real world acts, cognition acts, discourse acts) and their evaluative function (supportive, tentative, critical, neutral). It finds preferences for certain categories across disciplines. Discourse acts are most common, and research findings are usually reported non-factively without a clear attitude. The variety allows writers to skillfully attribute st
A Contrastive Study Of Genric Organization Of Thesis Discussion Section Writt...Nat Rice
This document summarizes previous research on analyzing the generic structure and moves within discussion sections of academic theses and research articles. It discusses studies that have identified common moves within discussion sections in various disciplines like applied linguistics, sociology, business administration, and medicine. The document then describes a study that analyzed 60 discussion sections from TEFL and chemistry theses written by Iranian MA students to identify similarities and differences in move types and frequencies between the two fields, and to determine if they followed established models of discussion section structure. The results showed some differences between the fields but overall adherence to existing models, suggesting students orient themselves to generic structures when writing.
This study analyzed the macro and micro structures of thesis and dissertation abstracts across disciplines and cultures. The researchers examined 552 abstracts written by native English speakers, native Persian speakers, and other language speakers. They found that introduction and statement of aims were obligatory elements, while structures like IMRD were optionally used. Cultural and disciplinary differences also influenced structure selection. The researchers then explicitly taught abstract structure models to 35 Iranian researchers. After instruction, the Iranian researchers' abstracts more closely followed the target structures, showing the benefits of explicit genre instruction for non-native speakers.
Analysing Multimodal Intertextuality An Illustrative AnalysisEmma Burke
The document analyzes the concept of intertextuality through a sample text from The Economist magazine. It discusses how a multimodal text relates to and incorporates other texts, especially previous texts on the same topic. The author proposes analyzing the sample text, titled "Mountains still to climb", using Halliday's three contextual variables of field, tenor, and mode to understand its intertextual references and how it relates to other texts on Lloyd's insurance issues published in prior Economist articles. The field examines the subject matter and issues addressed. The tenor analyzes the attitudes revealed. And the mode looks at the visual and verbal conventions used in the magazine.
This document discusses genre analysis and its application to academic writing. It provides an overview of different frameworks for analyzing genres, including focusing on communicative purposes, rhetorical needs, or language functions. The document also examines genres in different fields, such as narratives in history writing. Historians write arguments through narrating events from different points of view. Students are often taught to reproduce "correct" answers rather than developing their own historical arguments, but should be encouraged to take their own stance and form autonomous interpretations of the past.
Academic Voices And Claims Reviewing Practices In Research WritingCharlie Congdon
This document summarizes a research paper that analyzes how politeness strategies involving reporting verbs are used in literature review chapters of English and Spanish PhD theses in computer science. It examines how writers establish their voice and attribute voices to other authors through citations and reporting verbs. The research compares 10 theses written in English at the University of Glasgow to 10 written in Spanish at the Polytechnic University of Valencia. It finds that English writers show more tentativeness and personal commitment, while Spanish writers tend to mask individual voices and avoid confrontation.
A Comparative Study Of The Discourse Marker Types In The Body Section Of The ...Angie Miller
The document summarizes a study that examined the types of discourse markers used in the body sections of research papers written by students from two colleges at De La Salle University in Manila. It found that students from the College of Engineering, who wrote descriptive papers, used addition and contrast markers more, while students from the College of Liberal Arts, who wrote argumentative papers, preferred addition, contrast and consequence markers. The study has implications for the teaching materials used for different fields of study.
This document summarizes and compares three academic writing genres: opinion, discussion, and argumentative essays. It finds that opinion essays are the weakest at persuading readers, while argumentative essays are the strongest. Discussion essays take a neutral position. The document also examines the generic structures and language features of each genre, finding they differ in their point of view, organization, and tone. The goal is to clarify the differences between these genres to help both students and teachers understand and apply them effectively.
A Cross-Linguistic Study On The Reflection Of Metadiscourse Markers In The Ac...Fiona Phillips
The document is a research paper that analyzes metadiscourse markers used in dissertation acknowledgements written by Iranian and native English authors. It explores the extent to which interactive and interactional metadiscourse features are employed based on Hyland's model of metadiscourse. The study analyzed 90 dissertation acknowledgements (45 Iranian, 45 native English). It found that while Iranian and native English authors both followed the standard rhetorical moves, Iranians used fewer attitude markers. Otherwise, no significant differences were found in the use of interactive metadiscourse features between the two groups. The results provide insights into how Iranian researchers can improve their acknowledgement writing.
This document discusses genre analysis and style. It begins by defining genre as a type or form of literature or communication event that is associated with particular settings and has organized structures and functions. Genre is seen as a response to social context that achieves communicative purposes. Genres are characterized by staging, belonging to communities of practice, conventional lexico-grammatical features, and flexibility. Genre relations refer to how genres interact as part of genre sets, systems, chains, or networks. Approaches to genre analysis include the ESP school, Sydney school, and New Rhetoric school.
An Investigation Of Generic Structures Of Pakistani Doctoral Thesis Acknowled...Ashley Smith
This document summarizes previous research on the genre of acknowledgements sections in doctoral theses and discusses a study investigating the generic structures of acknowledgement sections in Pakistani theses. It reviews literature showing that acknowledgements have traditionally been a neglected genre but are important for expressing gratitude. The study analyzed 235 acknowledgements from Pakistani theses using genre analysis methods to identify seven moves and sub-units that reflect socio-cultural norms in Pakistani acknowledgement writing. Previous models of acknowledgement structure from other contexts did not fully capture patterns in Pakistani texts.
Discourse analysis examines language use beyond the sentence level and how language is used in social contexts, while text analysis focuses on formal linguistic cohesive devices within written texts. Some researchers use the terms interchangeably, but most agree the distinction is unclear. Discourse analysis is broader in investigating language in use with consideration of context, while text analysis concentrates on linguistic features linking sentences. The field would benefit from abandoning the term "text" in favor of discourse analysis to avoid confusion.
Autoethnographic Writing Inside And Outside The Academy And EthicsBryce Nelson
This document discusses the ethics of autoethnographic writing both inside and outside of academia. It notes that published writers entering PhD programs are often surprised by university ethics requirements for works involving personal elements. The paper examines how autoethnography connects the personal and social, making it difficult to discuss oneself without discussing others. It also considers challenges of applying a retrospective methodology in practice-led research, which clashes with universities' proactive ethics procedures. The document identifies nine practical problems that can arise and argues for best practices around consent, transparency, and dialogue regarding autoethnographic research ethics.
A concise review on the role of author self-citations in information science,...Robin Beregovska
This document summarizes research on author self-citations in bibliometrics and science policy. It discusses three perspectives on citations: (1) as signposts of information use in information science, (2) as measures of impact and quality in bibliometrics, and (3) as elements of a reward system and potential distortions in science policy. While self-citations indicate use of own work in information science, they are seen more controversially as quality indicators in bibliometrics and potential manipulations in science policy. The document reviews studies on self-citation behaviors and effects of using citations for research evaluation.
An Exploratory Study On Authorial (In)Visibilty Across Postgraduate Academic ...Sabrina Ball
This document summarizes a research study that analyzed how postgraduate students from Turkey, Britain, and Turkish students writing in English establish their authorial presence in discussion sections of dissertations. The study analyzed 90 dissertations total from the three groups, looking at both explicit mentions using first-person pronouns and implicit mentions using passive voice and impersonal constructions. The quantitative analysis found that Turkish students and Turkish students writing in English preferred implicit mentions to create a more impersonal impression, while British students used more explicit mentions for a more self-prominent academic prose. The qualitative analysis provided some evidence that all three groups used explicit and implicit mentions to accomplish common discourse functions in discussion sections.
Research methodolgy and legal writing: Content AnalysisNikhil kumar Tyagi
This document provides an overview of content analysis as a research method. It defines content analysis as the systematic study and quantification of messages to make inferences about their meaning. The document discusses the history and development of content analysis, outlines different types (conceptual and relational analysis), and reviews common uses such as studying social phenomena, media coverage, and sensitive topics. Content analysis is presented as a versatile tool across many fields for analyzing recorded communication.
Analysing The Macroorganisational Structure Of The Review Article Genre In Ap...Brittany Allen
This document analyzes the macro-organizational structure of review articles in applied linguistics. It examines 32 review articles to identify their schematic structure and analytical sections, following Swales' genre analysis approach. The findings reveal that review articles often follow the CARS model but differ significantly from research articles in their structure, strategies, and functions. The document also reviews prior literature on review article genres and functions to provide context. The macro-organizational structure identified aims to guide EFL graduates and junior researchers in critically reviewing developments in their fields.
This document discusses genres and how they can be defined and analyzed. It provides several definitions of genre and notes that genres have common features, purposes, and inspire certain types of actions. Genres also have conventions for form, presentation and content. The document discusses how genres can be difficult to define rigidly, interact and influence each other, relate to the media in which they are presented, change over time, and are intertwined with social and cultural needs. It provides insights into analyzing genres and understanding how texts work and inspire actions.
A Convincing Argument Corpus Analysis And Academic PersuasionHeather Strinden
This document summarizes Ken Hyland's analysis of academic persuasion through corpus linguistics. Hyland argues that academic writing is persuasive and knowledge is constructed through community-situated writers engaging in disciplinary practices and rhetorical choices. He analyzes a corpus of research articles to explore how writers establish credibility and anticipate objections through citation practices, interactional features, and self-mentions. The corpus includes 240 papers across 8 disciplines to represent a broad cross-section of academic practices and how persuasion is accomplished through language that draws on institutional conventions.
A Generic Analysis Of The Conclusion Section Of Research Articles In The Fiel...Andrea Porter
This document summarizes a study that analyzed the conclusion sections of 20 research articles in sociology written in English and Persian. The researchers used a genre analysis model to identify common moves and steps within the conclusion sections. They found both similarities and differences between the corpora. No constant move pattern was identified, but the moves formed a variably patterned cyclical structure. The results contribute to understanding research article conclusions and can help writing instructors guide students to write more effective conclusions.
Activity And Evaluation Reporting Practices In Academic WritingMichelle Shaw
This document analyzes reporting practices in academic writing through a study of a corpus of 80 research articles from 8 disciplines. It finds that academic writing relies heavily on reporting prior work to establish context and build arguments. Reporting is usually done through attribution of propositional content to other sources using reporting verbs.
The study develops a taxonomy to categorize reporting verbs based on the type of activity they represent (research/real world acts, cognition acts, discourse acts) and their evaluative function (supportive, tentative, critical, neutral). It finds preferences for certain categories across disciplines. Discourse acts are most common, and research findings are usually reported non-factively without a clear attitude. The variety allows writers to skillfully attribute st
A Contrastive Study Of Genric Organization Of Thesis Discussion Section Writt...Nat Rice
This document summarizes previous research on analyzing the generic structure and moves within discussion sections of academic theses and research articles. It discusses studies that have identified common moves within discussion sections in various disciplines like applied linguistics, sociology, business administration, and medicine. The document then describes a study that analyzed 60 discussion sections from TEFL and chemistry theses written by Iranian MA students to identify similarities and differences in move types and frequencies between the two fields, and to determine if they followed established models of discussion section structure. The results showed some differences between the fields but overall adherence to existing models, suggesting students orient themselves to generic structures when writing.
This study analyzed the macro and micro structures of thesis and dissertation abstracts across disciplines and cultures. The researchers examined 552 abstracts written by native English speakers, native Persian speakers, and other language speakers. They found that introduction and statement of aims were obligatory elements, while structures like IMRD were optionally used. Cultural and disciplinary differences also influenced structure selection. The researchers then explicitly taught abstract structure models to 35 Iranian researchers. After instruction, the Iranian researchers' abstracts more closely followed the target structures, showing the benefits of explicit genre instruction for non-native speakers.
Analysing Multimodal Intertextuality An Illustrative AnalysisEmma Burke
The document analyzes the concept of intertextuality through a sample text from The Economist magazine. It discusses how a multimodal text relates to and incorporates other texts, especially previous texts on the same topic. The author proposes analyzing the sample text, titled "Mountains still to climb", using Halliday's three contextual variables of field, tenor, and mode to understand its intertextual references and how it relates to other texts on Lloyd's insurance issues published in prior Economist articles. The field examines the subject matter and issues addressed. The tenor analyzes the attitudes revealed. And the mode looks at the visual and verbal conventions used in the magazine.
This document discusses genre analysis and its application to academic writing. It provides an overview of different frameworks for analyzing genres, including focusing on communicative purposes, rhetorical needs, or language functions. The document also examines genres in different fields, such as narratives in history writing. Historians write arguments through narrating events from different points of view. Students are often taught to reproduce "correct" answers rather than developing their own historical arguments, but should be encouraged to take their own stance and form autonomous interpretations of the past.
Academic Voices And Claims Reviewing Practices In Research WritingCharlie Congdon
This document summarizes a research paper that analyzes how politeness strategies involving reporting verbs are used in literature review chapters of English and Spanish PhD theses in computer science. It examines how writers establish their voice and attribute voices to other authors through citations and reporting verbs. The research compares 10 theses written in English at the University of Glasgow to 10 written in Spanish at the Polytechnic University of Valencia. It finds that English writers show more tentativeness and personal commitment, while Spanish writers tend to mask individual voices and avoid confrontation.
A Comparative Study Of The Discourse Marker Types In The Body Section Of The ...Angie Miller
The document summarizes a study that examined the types of discourse markers used in the body sections of research papers written by students from two colleges at De La Salle University in Manila. It found that students from the College of Engineering, who wrote descriptive papers, used addition and contrast markers more, while students from the College of Liberal Arts, who wrote argumentative papers, preferred addition, contrast and consequence markers. The study has implications for the teaching materials used for different fields of study.
This document summarizes and compares three academic writing genres: opinion, discussion, and argumentative essays. It finds that opinion essays are the weakest at persuading readers, while argumentative essays are the strongest. Discussion essays take a neutral position. The document also examines the generic structures and language features of each genre, finding they differ in their point of view, organization, and tone. The goal is to clarify the differences between these genres to help both students and teachers understand and apply them effectively.
A Cross-Linguistic Study On The Reflection Of Metadiscourse Markers In The Ac...Fiona Phillips
The document is a research paper that analyzes metadiscourse markers used in dissertation acknowledgements written by Iranian and native English authors. It explores the extent to which interactive and interactional metadiscourse features are employed based on Hyland's model of metadiscourse. The study analyzed 90 dissertation acknowledgements (45 Iranian, 45 native English). It found that while Iranian and native English authors both followed the standard rhetorical moves, Iranians used fewer attitude markers. Otherwise, no significant differences were found in the use of interactive metadiscourse features between the two groups. The results provide insights into how Iranian researchers can improve their acknowledgement writing.
This document discusses genre analysis and style. It begins by defining genre as a type or form of literature or communication event that is associated with particular settings and has organized structures and functions. Genre is seen as a response to social context that achieves communicative purposes. Genres are characterized by staging, belonging to communities of practice, conventional lexico-grammatical features, and flexibility. Genre relations refer to how genres interact as part of genre sets, systems, chains, or networks. Approaches to genre analysis include the ESP school, Sydney school, and New Rhetoric school.
An Investigation Of Generic Structures Of Pakistani Doctoral Thesis Acknowled...Ashley Smith
This document summarizes previous research on the genre of acknowledgements sections in doctoral theses and discusses a study investigating the generic structures of acknowledgement sections in Pakistani theses. It reviews literature showing that acknowledgements have traditionally been a neglected genre but are important for expressing gratitude. The study analyzed 235 acknowledgements from Pakistani theses using genre analysis methods to identify seven moves and sub-units that reflect socio-cultural norms in Pakistani acknowledgement writing. Previous models of acknowledgement structure from other contexts did not fully capture patterns in Pakistani texts.
Discourse analysis examines language use beyond the sentence level and how language is used in social contexts, while text analysis focuses on formal linguistic cohesive devices within written texts. Some researchers use the terms interchangeably, but most agree the distinction is unclear. Discourse analysis is broader in investigating language in use with consideration of context, while text analysis concentrates on linguistic features linking sentences. The field would benefit from abandoning the term "text" in favor of discourse analysis to avoid confusion.
Autoethnographic Writing Inside And Outside The Academy And EthicsBryce Nelson
This document discusses the ethics of autoethnographic writing both inside and outside of academia. It notes that published writers entering PhD programs are often surprised by university ethics requirements for works involving personal elements. The paper examines how autoethnography connects the personal and social, making it difficult to discuss oneself without discussing others. It also considers challenges of applying a retrospective methodology in practice-led research, which clashes with universities' proactive ethics procedures. The document identifies nine practical problems that can arise and argues for best practices around consent, transparency, and dialogue regarding autoethnographic research ethics.
A concise review on the role of author self-citations in information science,...Robin Beregovska
This document summarizes research on author self-citations in bibliometrics and science policy. It discusses three perspectives on citations: (1) as signposts of information use in information science, (2) as measures of impact and quality in bibliometrics, and (3) as elements of a reward system and potential distortions in science policy. While self-citations indicate use of own work in information science, they are seen more controversially as quality indicators in bibliometrics and potential manipulations in science policy. The document reviews studies on self-citation behaviors and effects of using citations for research evaluation.
An Exploratory Study On Authorial (In)Visibilty Across Postgraduate Academic ...Sabrina Ball
This document summarizes a research study that analyzed how postgraduate students from Turkey, Britain, and Turkish students writing in English establish their authorial presence in discussion sections of dissertations. The study analyzed 90 dissertations total from the three groups, looking at both explicit mentions using first-person pronouns and implicit mentions using passive voice and impersonal constructions. The quantitative analysis found that Turkish students and Turkish students writing in English preferred implicit mentions to create a more impersonal impression, while British students used more explicit mentions for a more self-prominent academic prose. The qualitative analysis provided some evidence that all three groups used explicit and implicit mentions to accomplish common discourse functions in discussion sections.
Research methodolgy and legal writing: Content AnalysisNikhil kumar Tyagi
This document provides an overview of content analysis as a research method. It defines content analysis as the systematic study and quantification of messages to make inferences about their meaning. The document discusses the history and development of content analysis, outlines different types (conceptual and relational analysis), and reviews common uses such as studying social phenomena, media coverage, and sensitive topics. Content analysis is presented as a versatile tool across many fields for analyzing recorded communication.
Analysing The Macroorganisational Structure Of The Review Article Genre In Ap...Brittany Allen
This document analyzes the macro-organizational structure of review articles in applied linguistics. It examines 32 review articles to identify their schematic structure and analytical sections, following Swales' genre analysis approach. The findings reveal that review articles often follow the CARS model but differ significantly from research articles in their structure, strategies, and functions. The document also reviews prior literature on review article genres and functions to provide context. The macro-organizational structure identified aims to guide EFL graduates and junior researchers in critically reviewing developments in their fields.
This document discusses genres and how they can be defined and analyzed. It provides several definitions of genre and notes that genres have common features, purposes, and inspire certain types of actions. Genres also have conventions for form, presentation and content. The document discusses how genres can be difficult to define rigidly, interact and influence each other, relate to the media in which they are presented, change over time, and are intertwined with social and cultural needs. It provides insights into analyzing genres and understanding how texts work and inspire actions.
2. From a critical discourse analysis viewpoint, control over the members of the
scientific community is exerted through literacy and researchers who do not follow
the rules become outsiders. Objectivity, precision and non-assertive language are
the linguistic rules that scientists must follow if they want their articles to be
published and their investigation to be taken seriously. In order to persuade a
scientific audience or an academic journal referee, a successful argument depends
on linguistic choices which appropriately convey the writer’s intention as well as
facilitate a smooth exchange of information, all of which create the adequate
conditions for persuasion. Academic communication, apart from reporting
scientific findings or opinions, also involves the reader’s recognition of the writer’s
intention. Rhetorical patterns contained in research articles are seen by Speech Act
theorists as social acts, since scientists perform illocutionary acts by which they
express their attitude. In this sense, a scientific text can be seen as a set of
illocutionary acts which constitute an argument by justifying or refuting a given
opinion. The aim of such argumentation is to elicit a response from the readers that
writers hope to convince or persuade. For authors like Salager-Meyer, Alcaraz
Ariza (2001) and others, this means that language must serve both a communicative
and an interactional purpose: a writer not only wants his/her words to be
understood (an illocutionary effect), but also to be accepted (a perlocutionary
effect). As Swales (1990: 175) observes:
Research articles are rarely simple narratives of investigations.
Instead they are complexly distanced reconstructions of
research activities, at least part of this reconstructive process
deriving from the need to anticipate and discountenance
negative reactions to the knowledge claims being advanced.
Following this, the accomplishment of social acts in scientific writing therefore
concerns epistemic change: the intention of the writer is to alter the knowledge of
the reader in a specific field or matter. In other words, the reader not only has to
identify semantic acts of meaning and reference, but also has to be involved in
pragmatic interpretation. A scientific assertion, therefore, as part of its essential
force, has to persuade an audience; changing “a context in which the speaker is not
committed…into a context in which s/he is so committed” (Gazdar, 1981: 69).
1.2. Research article conventions: genre and register implications
Research articles (RA’s) can be viewed as a specific genre established by the
scientific community as a means of communication and control over its members
that is the result of its discursive activity. Following the Theory of Argumentation
(Anscombre & Ducrot, 1984) this communicative goal of RA’s is related to two
functions: explanation and argumentation: in general, scientific texts attempt to
explain a research process but also to argue about reasons, effects and criticism
related to that research, challenging the knowledge of the scientific community.
Subjectivity, or the inclusion of the scientist’s ‘self’, although primarily related to
argumentation is also present in explanations. This distinction corresponds to the
60
3. Article by Francisca Suau-Jiménez
difference that Chafe (1985) establishes between involvement and detachment and
Vassileva (1997) between commitment and detachment.
Along with genre, register must also be taken into account in the way that Martin
(1985) and Couture (1986) describe them: genre imposes rhetorical and structural
limits from a superior hierarchical order while register establishes lexico-semantic
and grammatical conventions as a realization of genre. We can therefore speak of a
certain homogeneity of discourse in research articles, understanding that writers
must not only follow generic rhetorical patterns, but also register conventions,
understood as realization of genre, with obvious individual style variations. These
register conventions are objectivity, (mainly the avoidance of personal pronouns
referring to the scientist behind the research) precision (adequate and specific
vocabulary) and non-assertive language (use of hedges when possible, in the form
of verbs, adjectives and adverbs) (Alcaraz, 2000: 62), as the three main
characteristics that feature the language of science.
As for the third convention, the use of non-assertive language, the origin seems to
lie in a typically Anglo-Saxon –mostly British- style in interpersonal scientific
written communication (Salager-Meyer, Alcaraz Ariza and Zambrano, 2003: 237)
which prescribes politeness principles as an obligatory and recurrent feature. Here,
the well-known phenomenon of hedging or mitigation devices mean that the main
register convention commands a non-assertive style (Salager-Meyer, 1994, 1998a)
So, members of academia should assume or suggest, and instead of saying how
things are, one should sometimes preferably say how things might be.
From a Critical Discourse Analysis (CDA) perspective (van Dijk, 1993;
Fairclough, 1992, 1995), one can see scientific genre and register conventions as a
power imposition and the way in which the scientific community, (which follows
the Anglo-Saxon model of those researchers who operate and write in English
speaking settings) exerts control over its members. As van Dijk (1993) puts it,
“…genres typically have conventional schemas consisting of various categories.
Access to some of these may be prohibited or obligatory. ”The convention of
impersonal reporting remains a hallowed concept for many, a cornerstone of the
positivist assumption that academic research is purely empirical and objective, and
therefore best presented as if human agency was not part of the process” (Hyland,
2001).
1.3. Inclusion of the researcher’s ‘self’ in written articles
Despite the previously stated register conventions, a trend has been progressively
taking shape, assuming that researchers prove their authority in the investigated
matter not only through a high degree of persuasion, which is achieved through
impersonality and tentative language, but also by a certain degree of ego-
involvement (Chafe, 1985). Although impersonality is institutionally accepted, it is
constantly transgressed (Hyland, 2001) and its achievement is seen as a myth
(Salager-Meyer, 2000). Authority is partly accomplished by speaking as a
community member, thus using an impersonal style, but it is also related to the
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4. writer’s convictions, and personal presentation of the ‘self’ is often unavoidable,
being an alternative way to attain authority. Negotiability, or the interpersonal
relationship which is established between research authors and their audience
through the use of personal traits, has been considered by Benveniste (1996) as an
oral discourse feature which can be contained in written discourse items.
Campos (2004: 187) in her investigation on how the researcher’s ‘self’ is present in
scientific discourse through personal traits, challenging the myth of impersonality,
views the researcher as a sender and encoder of a particular message, thus being the
centre of the research. Several arguments support this new perspective, following
different academic writing manuals:
A. Impersonality is a means to avoid responsibility. Martínez (2001) claims that the
use of nominalizations creates a certain distance between the sender and the
message, whereas the use of personal pronouns makes the author responsible for
his/her statements.
B. Personal traits favour linguistic economy. Yang (1995) considers that the use of
agentive subject-verb structures saves many words since long passive sentences can
be avoided. Bobenrieth (1994) even suggests that excessive word use employing
impersonal structures can result in a lack of precision, thus threatening an essential
characteristic of academic discourse:
C. Impersonal structures disrupt readers’ expectations. Not finding a clear subject
at the beginning of a sentence can disrupt the reader’s expectation schemata since
actions appear without an agent and the reading process becomes less fluent.
Williams (1997) claims that sentences will be clearer if characters are used as
subjects and actions are expressed with verbs.
D. Impersonality does not guarantee objectivity. According to Williams (1997)
passive structures do not make discourse more objective. On the contrary, they
bring a false image of depersonalization. Salager-Meyer (2001: 183) also views
objectivity in scientific discourse as a myth created by the scientific community
itself, the realization of which is “an unattainable ideal”.
E. Impersonality does not favour communication with the reader. Reyes (1998) and
Martínez (2001) argue that a text with abundant 3rd person constructions and
nominalizations results in a cold and distant message, due to the apparent lack of
dialogue with the reader and negotiability between reader and writer is lower.
Finally, Alcaraz (2000; 182-185) claims that first person traits can create a positive
politeness in scientific texts, whereas impersonalization and nominalization do
create negative politeness.
F. It is impossible to maintain an impersonal discourse. At times, scientists need to
present their personal experiences related to their research and therefore cannot
avoid the use of first person constructions. Schapira & Schapira (1989: 434) who
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5. Article by Francisca Suau-Jiménez
are in favour of personalization in scientific writing, report several cases where
scientists have made great discoveries, (e.g. Laennec, who discovered the cause of
tuberculosis), thanks to their personal experiences.
All the previous evidence for the positive and necessary use of personalization does
not mean that impersonalization has to be avoided in scientific discourse. In this
sense, Yang (1995) suggests that passive constructions are effective if used
sparingly, since they place the receiver of the action as the subject of the sentence,
thus receiving subtle emphasis.
Although many studies have been carried out which analyse scientific writing in
different disciplines of RA’s in English, there is a lack of contrastive work which
compares how different languages and their scientific communities exert control
over their members by means of discursive devices, especially those which concern
the researcher’s self inclusion in RA’s through personalization as a means to strive
for authority, thus challenging the above mentioned historical scientific
conventions.
1.4. The aim of the current research project
This research attempts to investigate academic discourse from a cross-linguistic
viewpoint. My aim, in this small-scale study, is to explore the difficult balance
between impersonality and personality or inclusion of the researcher’s ‘self’ as a
means to achieve authorial power, persuade and be accepted by the academic
community, from a cross-linguistic viewpoint. English and Spanish research
articles of Linguistics have been examined in two major journals well known to
Spanish and English applied linguists.
My two research questions were:
1st) Can personal traits in applied linguistics RA’s, which I assume to be an
indicator of subjectivity, be used in order to determine the extent to which the
academic community’s power is challenged by the researcher’s self inclusion? By
subjectivity I understand the author’s self-being present in the narration of facts or
results as a means of support to the research through his/her authority.
2nd) The power of which linguistics journal community (of the two analyzed),
English or Spanish, is more challenged by the use of subjectivity through personal
traits in RA’s, and therefore, which individual researchers in both linguistic
communities show greater personal authority?
Conclusions have been drawn with the aim of shedding some light on this
controversial issue and to find differences as to how the English and Spanish
applied linguistics communities exert control over their members by means of
discourse, but also to see how individual researchers present the ‘self’ as a means
for discourse negotiability, thus challenging the scientific community’s discursive
conventions of objectivity and impersonalization.
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6. 2. Methodology
Taking the theory of argumentation (Anscombre & Ducrot, 1984) and the
difference between involvement and detachment (Chafe, 1985; Vassileva, 1997) as
a general framework, twelve research articles belonging to the applied linguistics
journals ReSLA (Revista de la Asociación Española de Lingüística Aplicada) for
the Spanish linguistic community and English for Specific Purposes for the English
community have been analyzed. They were randomly selected from the period
1998 to 2003, some having a single author, others having several. The issue of NS
versus NNS authorship has not been considered in this study. Impersonal versus
personal traits have been identified as two basic tools that make the scientific
community and the author the two parties that negotiate the discourse, striving for
authority from two different perspectives.
Although the use of passive and impersonal constructions in English also have
the purpose of emphasizing a sentences thematic meaning, they have been
considered here as major grammatical devices for showing impersonal traits as
representation of objectivity and the academic community’s conventions. This was
the first step in the research. All contain verbal structures and are a means to hide
the researcher’s ‘self’:
• Passive verbal constructions:
“The evaluation is based on the number of exercises and quality of
information devoted to relevant concepts and linguistic items”.
“Las instrucciones para la realización de ambas tareas fueron dadas en
inglés y español, para evitar problemas de comprensión.”
• Impersonal/ verbal constructions:
“It could be objected that non-professionals were not really writing
submission letters”.
“Hay que tener en cuenta que las oraciones que son gramaticales en
español no lo son en inglés y viceversa.”
I have chosen personal pronouns as the grammatical device that best represents
personal traits or manifestation of the author’s ‘self’, either in the subject, object or
possessive form, singular or plural:
I/me/my:
“In my opinion, such an attempt can only lead to loosing sight of the very
essence of the hedging phenomenon…”
Yo o forma verbal/me/mi:
“Mi estudio se centra en el análisis de las pruebas de gramaticalidad.”
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7. Article by Francisca Suau-Jiménez
We/us/our :
“Our analysis of the genre moves and definitions was refined based on
feedback, discussion and consensus with the lecturers and their students.”
Nosotros o forma verbal/nos/nuestro:
“En la segunda parte se da cuenta de nuestro estudio: participantes,
pruebas utilizadas, resultados y análisis estadístico”.
However, the strict analysis and comparison of personal versus impersonal traits
only shows how objectivity and subjectivity are represented in research articles, but
does not demonstrate anything about the difficult balance of authority between the
two parties, since the use of personal pronouns does not guarantee any challenge to
the academic community’s power. A deeper layer of analysis was therefore
necessary as a second step in the methodology; a step in which the communicative
function or interpersonal relationship of academic discourse is taken into account
by means of specific functions accomplishing the argumentative purpose. This
deeper layer or progressive line of analysis has been achieved by studying the
illocutionary acts associated with every personal trait, taking the verbal
constructions linked to each personal pronoun as a basis for identification. I have
used two ad hoc sets of functions, extracted from the corpus itself, as tools to
establish this difference between illocutionary and non-illocutionary force
(Anscombre & Ducrot, 1984) of discursive devices, one representing the direct
relationship between the researcher and the facts, the other representing the
researcher’s narration of the facts. I have named the first set of functions
CHALLENGING and it takes account of ad hoc specific functions in the texts, such
as Affirming, Stating, Suggesting or Criticizing:
STATING:
“I would like to briefly discuss some ideas the EST teachers can find useful
when dealing with fiction stories.”
“Comparando las oraciones 3a y 3c vemos que en español hay un movimiento
del verbo…”
CRITICIZING:
“We also differ from Bhatia in that the only examples resembling his move
Soliciting Response were sentences like…”
“Además, y en contra de Gass (1994), tenemos que señalar que las pruebas
utilizadas no parecen ser fiables…”
AFFIRMING:
“Our analysis revealed that it is frequently used in binary phrases mainly
with two nouns but also with two verbs…”
“Por lo tanto, podemos concluir que en aquellas lenguas en las que la flexión
es fuerte, como en español,…”
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8. SUGGESTING:
“Our analysis suggests that when teaching the Letter of Application…”
“…entonces podríamos afirmar que ambas pruebas evalúan la competencia
lingüística de los participantes de forma distinta.”
All these functions have to do with the research itself and the new findings and
knowledge that derive from it. The other set of ad hoc functions represents the
relationship between the scientist and the narration or explanation of the research,
and has no illocutionary force. I have named it:
NON-CHALLENGING and it takes account of specific functions such as
Explaining, Describing, Narrating, Quoting, etc.:
DESCRIBING:
“In our corpus, the first NP is always ‘myself’, but it is possible this slot
could be filled with another item…”
“En este trabajo adoptaremos la clasificación de Vendler (1967), que
distingue cuatro tipos de verbos o predicados verbales…”
NARRATING:
“We sought the cooperation of two subject-matter specialists, a practice
highly recommended in all kinds of LSP-related discourse analysis…”
“Para verificar nuestras hipótesis, examinaremos la adquisición de las tres
propiedades sintácticas..
EXPLAINING:
“I chose this book because its scientific content touches on aspects pertaining
to a wide variety of fields.”
“Si comparamos los dos grupos, nos sorprende que los principiantes
realizaran ambas pruebas…”
The CHALLENGING set of functions is expected to determine which personal
traits are a real challenge to the power of the scientific community as they are a
symbol of the struggle for epistemic authority by opposing the conventions of
impersonality and objectivity.
3. Results
The results are shown in the following tables:
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9. Article by Francisca Suau-Jiménez
Table1. Comparison of Impersonal versus Personal traits in English and
Spanish RA’s from my corpus.
RA ENGLISH SPANISH
Impersonalization Personalization Impersonalization Personalization
Passive Impersonal I We Passive Impersonal I We
1 52 24 49 14 8 61 1 46
2 28 15 26 11 22 52 0 11
3 50 29 0 15 6 19 1 23
4 19 28 0 8 5 70 0 27
5 39 6 1 0 2 39 0 9
6 45 11 18 35 5 46 0 43
Subtotal 233 113 94 83 48 287 2 159
Total 346 (66.15%) 177 (33.84%) 335 (67.54%) 161 (32.45%)
According to this data, the use of impersonalization is very similar in English and
in Spanish RA’s. English articles show an abundant use of passive constructions
and less abundant use of impersonal constructions, whereas Spanish articles show
the opposite. This corresponds to the traditional English and Spanish academic
styles, cited by many authors. Spanish RA’s also show a very similar percentage of
personal traits when compared to the English examples. One thing I have observed
is that these occurrences change dramatically among the different RA’s analyzed,
ranging from none or very few personal pronouns in some of the articles to several
or many in others. Also, Spanish personal pronouns are primarily represented by
the plural first person, irrespective of the fact that they were written by one or
several authors whereas the English personal pronouns correspond exactly to the
fact that one or many researchers wrote the article. However, these aspects stand
out within the scope of the present research, and will have to be analyzed in further
projects. It would seem that Spanish and English RA’s present the same amount of
objective and subjective traits, though as I said in the Methodology section, a
deeper layer of analysis was needed to unveil the argumentative or challenging
functions versus the explicative or non-challenging ones, all associated with
personal pronouns.
Table 2. Illocutionary acts: personal traits inserted in power challenging and
power non-challenging functions.
ENGLISH SPANISH
(Personal traits associated with a function) (Personal traits associated with a function)
Research Challenging Non-challenging Challenging Non-challenging
Article power power power power
1 16 23 11 31
2 9 24 1 10
3 3 12 7 15
4 0 8 0 26
5 0 1 1 8
6 24 22 15 25
Total 62 (40.78%) 90 (59.21%) 35 (23.33%) 115 (76.66%)
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10. These results, in contrast to that which the previous tables seemed to demonstrate,
show that English RA’s have a greater number of challenging verbal functions
(40.78%) in comparison with the Spanish RA’s (23.33%), just over half the English
figure. Non-challenging verbal functions are comparatively much more frequent in
Spanish RA’s (76.66%) than in English RA’s (59.21%), where they seem to be
more balanced with the challenging functions.
4. Discussion
The above data show that the distinction between verbal constructions with or
without illocutionary force as based on the theory of argumentation (Anscombre &
Ducrot, 1984) and the difference between involvement and detachment (Chafe,
1985; Vassileva, 1997) has proved very useful to demonstrate whether there is a
real challenge to the community’s academic conventions when writing scientific
articles.
Although Spanish RA’s contain more personal traits than the English in this
corpus, the majority belong to non-challenging functions without illocutionary
force. This makes the text more fluid interpersonally, since the researcher
establishes a direct relationship with the reader. However, s/he does not really take
any responsibility for the research and therefore does not make a real challenge to
the power of the scientific community. Additionally, challenging functions
represent a relatively low and unbalanced percentage (23.30%). In contrast, English
RA’s show a high percentage of challenging verbal functions with a clear
illocutionary force (40.78%) versus the number of non-challenging functions
(59.21%). This can be interpreted as a higher degree of inclusion and responsibility
by the researcher over her/his work in English RA’s than in the Spanish.
Therefore, our 1st question could be answered by saying that personal traits alone
are useful to describe the interpersonal relationship between author and audience.
However, they seem to be poor indicators of the researcher’s personal involvement
in the work and need to be associated to argumentative functions to show whether
there is a real challenge to the power of the community.
The second research question can be answered more interestingly if we suggest a
CDA approach, following the perspectives put forward by van Dijk (1993) and
Fairclough (1993, 1995) who see genres as social constructs, thus being the product
of two competing forces, in this case, the author and the academic community.
Here, one could say that, at least in this corpus, English RA’s show a greater
challenge to the power of the scientific community. Their personal traits are
stronger in argumentative functions, whereas the Spanish traits show a lower
challenge, their personal traits being associated to explicative functions and never
to argumentative ones.
Another aspect that is worth mentioning is the fact that a great variation in personal
traits has been observed in all the different RA’s, and this opens up a new area to
be able to continue with this research and investigate personal styles, as well as the
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11. Article by Francisca Suau-Jiménez
issue of NS versus NNS, and how these aspects influence the final outcome. In
other words, personal traits contain varied personalizations in the form of pronouns
(I, we, my, mine, us, our, etc. in English and yo, nosotros, nuestro, mi, etc. in
Spanish) which are interesting enough to be studied in further research. Another
specific aspect to be studied is the degree of parallelism in the use of
personalization in both languages and their different type of subjective involvement
in the discourse. In other words, do authors from different languages and cultural
environments use personalizations in relation to rhetorical functions similarly?
What, if any, are the differences and their cultural implications?
5. Conclusion
It can be concluded that, apart from issues which require more research, the
Spanish authors seem to challenge less the academic community, represented by
the linguistics journal Resla. This could also be interpreted as a documentation of
difference in the tolerance of diversions over the convention of impersonality by
the Spanish editors. The English editors, on the other hand, represented here by the
journal English for Specific Purposes, seem to tolerate more diversions from this
convention, especially through the researcher’s self inclusion within argumentative
functions. From the viewpoint of social action this means that, for the sampled
years -1998 to 2003- and circumscribing the results to the analyzed corpus,
researchers who write in English within the field of applied linguistics demonstrate
a greater challenge to the power of the international community. In order to
confirm whether or not this is a homogeneous trend in English and Spanish written
RA’s, a larger corpus in applied linguistics would have to be analyzed, as well as
other disciplines and genres on a cross-linguistic basis.
6. References
Alcaraz Varó, E. (2000). El Inglés Profesional y Académico. Madrid: Alianza
Editorial.
Anscombre, J. & O. Ducrot (1984). L’argumentation dans la langue. Liège:
Mardaga
Benvéniste, E. (1966). Problèmes de Linguistique Générale. Paris: Gallimard.
Bobenrieth, M.A. (1994). “El artículo científico original. Estructura, estilo y lectura
crítica. Granada: Escuela Andaluza de Salud Pública.
Campos, A. (2004). La Inscripció de la Persona en el Discurs Acadèmic. Tesi
Doctoral. Universitat de València.
Couture, B. (ed.) (1986) Functional Approaches to Writing: Research Perspectives.
Norwood, NJ: Ablex.
Chafe, W. (1985). “Linguistic differences produced by differences between
speaking and writing. In D. Olson, N. Torrance, & A. Hildyard, Literature,
language and learning: The nature and consequences of reading and writing
(105-123). Cambridge: CUP.
van Dijk, T.(1977). Text and Context. Longman: New York
van Dijk. T. (1993) Elite discourse and racism, Newbury Park, Calif.:Sage
Publications.
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12. Fairclough, N. 1992. Discourse and Social Change. Cambridge: Polity Press.
Fairclough, N. 1995. Critical Discourse Analysis. Harlow: Longman.
Gazdar, G. (1981). Speech act assignment. In A.K. Joshi, B. Webber & I. Sag
(eds.) Elements of Discourse Understanding. Cambridge: CUP
Halliday, M.A.K. (1978). Language as Social Semiotic. London: Arnold.
Halliday, M.A.K. & J.R. Martin (1993). Writing Science. Pittsburgh:University of
Pittsburgh Press.
Hyland, K. (1998a). Hedging in Scientific Research Articles. Amsterdam/
Philadelphia: John Benjamins.
Hyland, K. (2001). Hedging in Scientific Research Articles. Amsterdam/
Philadelphia: John Benjamins.
Martin, J.R. (1985). “Process and Text: two aspects of human semiosis” in Benson,
J. & Greaves,W.S. Systemic Perspectives on Discourse, Vol. 1, Norwood, NJ:
Ablex.
Martínez, I. (2001). “Impersonality in the research article as revealed by analysis of
the transitivity structure”, English for Specific Purposes, 20, (227-247.
Reyes, G. (1998). Cómo escribir bien en español. Madrid: Arco Libros
Salager-Meyer, F. (1994). Hedges and Textual Communicative Function in medical
English written discourse. English for Specific Purposes, 13 (2), 149-70.
Salager-Meyer, F. (2000). “Procrustes recipe: hedging and positivism”. English for
Specific Purposes 19, 179-189.
Salager-Meyer, F. (2001) “This book portrays the worst form of mental terrorism:
critical speech acts in medical English book reviews (1940-2000)” In A.
Kertész (Ed.) Approaches to the Pragmatics of Scientific Discourse. Peter
Lang. 47-72.
Salager-Meyer, F. & M. A. Alcaraz Ariza (2001). “Lo cortés no quita lo valiente:
la retórica de la discrepancia en el discurso médico escrito en español
(1880-1899).” En Palmer, J. C.; Posteguillo, S. & I. Fortanet (Eds.).
Discourse analysis and terminology in Languages for Specific Purposes.
Col-lecció Estudis Filològics, 5. Castellón: Publicaciones de la Universitat
Jaume I. 15-24.
Salager-Meyer, F., Alcaraz Ariza, M.A. & Zambrano, N. (2003). “The scimitar, the
dagger and the glove: intercultural differences in the rhetoric of criticism in
Spanish, French and English medical discourse (1930-1995)”. English for
Specific Purposes 22, pp.223-247.
Schapira, C. & D. Schapira (1989). “Portrait of the Scientist as a Frustrated
Writer”, The American Journal of Medicine, 87 (434-436).
Swales, J. (1990). Genre Analysis. Cambridge: C.U.P.
Vassileva, I. (1997). “Hedging in English and Bulgarian academic writing”. In A.
Duszak, Culture and style in academic discourse (203-223)”. Mouton de
Gruyter.
Widdowson, H. (1984). Learning Purpose and Language Use. Oxford. Oxford
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Yang, J.T. (1995). An Outline of Scientific Writing for Researchers with English as
a Foreign Language. Singapore: World Scientific.
APPENDIX: RESEARCH ARTICLES USED AS CORPUS
English corpus:
Benesch, S. 1999. Rights analysis: studying power relations in an academic setting.
English for Specific Purposes 18, 313-327.
Bruce, N. 2002. Dovetailing language and content: teaching balanced argument in
legal problem answer writing. English for Specific Purposes 21, 299-416.
Diaz.Santos, G. 2000. Technothrillers and English for science and technology.
English for Specific Purposes 19, 221-236.
Henry, A. & Roseberry, R.L. 2001. A narrow-angled corpus analysis of moves
and strategies of the genre: ‘Letter of Applications’. English for Specific
Purposes 20, 153-167.
Okamura, A. & Shaw, P. 2000. Lexical phrases, culture, and subculture in
transactional letter writing. English for Specific Purposes 19, 1-15.
Moreno, A.I. 2003. Matching theoretical descriptions of discourse and practical
applications to teaching: the case of causal metatext. English for Specific
Purposes 22, 265-295.
Spanish corpus:
Aguilar Cuevas, L. y Marín Gálvez, R. 2000-2001. La elaboración de un
diccionario de unidades acústicas para la síntesis del habla. Una aproximación
metodológica. RESLA 14, 7-22.
Cadierno, T. 2000-2001. La enseñanza gramatical y el aprendizaje de la gramática:
el caso del aspecto en español. RESLA 14, 53-73.
De la Villa Carpio Fernández, M.; Defior Citoler, S. y Justicia Justicia, F. 2002.
Efectos de la estructura silábica sobre el reconocimiento de palabras en
adultos analfabetos entrenados en lectura y conciencia fonológica. RESLA 15,
25-35.
Durán Escribano, P. 2000-2001. Análisis de los aspectos intrínsecos y extrínsecos
de la coherencia en los textos para la enseñanza del inglés académico y
profesional. RESLA 14, 99-111.
Guijarro Fuentes y Clibbens, J. 2002. Las pruebas de gramaticalidad: ¿instrumentos
fiables en la recogida de datos en el español como L2 RESLA 15, 53-71.
Rodríguez Medina, M.J. 2002. Los anglicismos de frecuencia sintácticos en
español: estudio empírico. RESLA 15, 149-170.
***
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