Academic Writing and Genre

For pedagogy, therefore, this raises questions about which genres should be selected and how they should be used for the teaching of writing at different levels of learner need. The lists in Table 1.1 following provide some indication ...

Author: Ian Bruce

Publisher: Bloomsbury Publishing

ISBN: 9781441136473

Category: Language Arts & Disciplines

Page: 202

View: 776


The focus of this book is the use of genre-based approaches to teaching academic writing. Genre-based courses enable second language learners to integrate their linguistic, organisational and contextual knowledge in a variety of different tasks. The book reviews pedagogical approaches to genre through English for Specific Purposes and Systemic Functional Linguistics to present a synthesis of the current research being undertaken in the field. From this theoretical base, Ian Bruce proposes a new model of genre-based approaches to academic writing, and analyses the ways in which this can be implemented in pedagogy and curriculum design. Academic Writing and Genre is a cutting-edge monograph which will be essential reading for researchers in applied linguistics.

Academic Writing Philosophy and Genre

Philosophical texts display a variety of literary forms: there are many different philosophical genres that have developed ... These forms of philosophy have conditioned and become the basis of academic writing (and assessment) within ...

Author: Michael A. Peters

Publisher: John Wiley & Sons

ISBN: 9781405194006

Category: Education

Page: 129

View: 916


This book investigates how philosophical texts display a variety of literary forms and explores philosophical writing and the relation of philosophy to literature and reading. Discusses the many different philosophical genres that have developed, among them letters, the treatise, the confession, the meditation, the allegory, the essay, the soliloquy, the symposium, the consolation, the commentary, the disputation, and the dialogue Shows how these forms of philosophy have conditioned and become the basis of academic writing (and assessment) within both the university and higher education more generally Explores questions of philosophical writing and the relation of philosophy to literature and reading

College Academic Writing A Genre Based Perspective

College Academic Writing: A Genre- Based Perspective is designed to guide and help students about the process of writing and the product of the writing itself in such a way that the final work of writing is not only expressive and rich in ...

Author: Dr. I Wy. Dirgeyasa, M.Hum.

Publisher: Prenada Media

ISBN: 9786024225247

Category: Study Aids

Page: 240

View: 827


The College Academic Writing: A Genre-Based Perspective course book is organized based on genre perspective. It teaches and trains the students about the writing process and content writing. It also guides them to identify to whom the writing is, for what purpose it is, and to what context it is used. It is commonly understood that in teaching writing to students with low entry level of English proficiency, there is always the risk of sacrificing creativity in order to achieve accuracy, or vice versa. College Academic Writing: A Genre- Based Perspective is designed to guide and help students about the process of writing and the product of the writing itself in such a way that the final work of writing is not only expressive and rich in content but also clear and accurate, as well as relevant to their needs. Buku persembahan penerbit Prenada Media

Demystifying Academic Writing

Informative, insightful, and accessible, this book is designed to enhance the capacity of graduate and undergraduate students, as well as early career scholars, to write for academic purposes.

Author: Zhihui Fang

Publisher: Routledge

ISBN: 9781000371505

Category: Education

Page: 286

View: 778


Informative, insightful, and accessible, this book is designed to enhance the capacity of graduate and undergraduate students, as well as early career scholars, to write for academic purposes. Fang describes key genres of academic writing, common rhetorical moves associated with each genre, essential skills needed to write the genres, and linguistic resources and strategies that are functional and effective for performing these moves and skills. Fang’s functional linguistic approach to academic writing enables readers to do so much more than write grammatically well-formed sentences. It leverages writing as a process of designing meaning to position language choices as the central focus, illuminating how language is a creative resource for presenting information, developing argument, embedding perspectives, engaging audience, and structuring text across genres and disciplines. Covering reading responses, book reviews, literature reviews, argumentative essays, empirical research articles, grant proposals, and more, this text is an all-in-one resource for building a successful career in academic writing and scholarly publishing. Each chapter features crafts for effective communication, authentic writing examples, practical applications, and reflective questions. Fang complements these features with self-assessment tools for writers and tips for empowering writers. Assuming no technical knowledge, this text is ideal for both non-native and native English speakers, and suitable for courses in academic writing, rhetoric and composition, and language/literacy education.

Academic Writing in a Second Language

When such researchers question students and faculty from other disciplines , the researchers tend to use terminology that they are familiar with to identify writing genres , which may not be identical with the terminology used by the ...

Author: Diane Dewhurst Belcher

Publisher: Greenwood Publishing Group

ISBN: 156750115X

Category: Language Arts & Disciplines

Page: 446

View: 833


Exploring research and pedagogy on second language writing, this volume focuses on issues concerning policy decisions affecting foreign students.

Beyond Convention

"Reading this book did more than just make me more aware of something I already, somewhat subconsciously, was doing, however.

Author: Christine M. Tardy

Publisher: University of Michigan Press ELT

ISBN: 0472036475


Page: 198

View: 361


"Reading this book did more than just make me more aware of something I already, somewhat subconsciously, was doing, however. It pushed my thinking about if, when, and how writing teachers should encourage students to push genre boundaries and to innovate." ---Foreword by Dana R. Ferris, author of Treatment of Error and Teaching College Writing to Diverse Student Populations This book attempts to engage directly with the complexities and tensions in genre from both theoretical and pedagogical perspectives. While struggling with questions of why, when, and how different writers can manipulate conventions, Tardy became interested in related research into voice and identity in academic writing and then began to consider the ways that genre can be a valuable tool that allows writing students and teachers to explore expected conventions and transformative innovations. For Tardy, genres aren't "fixed," and she argues also that neither genre constraints nor innovations are objective--that they can be accepted or rejected depending on the context. Beyond Convention considers a range of learning and teaching settings, including first-year undergraduate writing, undergraduate writing in the disciplines, and the advanced academic writing of graduate students and professionals. It is intended for those interested in the complexities of written communication, whether their interests are grounded in genre theory, academic discourse, discourse analysis, or writing instruction. With its attentiveness to context, discipline, and community, it offers a resource for those interested in English for Academic Purposes, English for Specific Purposes, and Writing in the Disciplines. At its heart, this is a book for teachers and teacher educators.

Analysing Structure in Academic Writing

Concerning parody, communicative purpose can be said to be a more prototypical feature of genre than the textual features ... question whereby academic genre is presupposed to be established: of course, they are both academic writing.

Author: Tomoko Sawaki

Publisher: Springer

ISBN: 9781137542397

Category: Language Arts & Disciplines

Page: 275

View: 139


This book breaks through formalistic traditions to propose a new generic structure analytical framework for academic writing. The integrated approach, taking lessons from cognitive linguistics and structuralism, offers a foundation for establishing research and pedagogy that can promote diversity and inclusion in academia. The simplicity of the flexible structure analytical model proposed by Sawaki enables the user to analyse diverse instances of genre. Further innovation is made in the analysis of generic structure components by integrating George Lakoff and Mark Johnson’s metaphor analysis method, so that the model can account for cultural and ideological patterns that structure our abstract thinking. Using these integrations, the author has established a structure analytical model that can take into account linguistic, cognitive, and pragmatic aspects of genre. Researchers in the fields of linguistics, discourse studies, cultural studies, education, and English for Academic Purposes will be able to use this model to identify whether an atypical instance in academic texts is a result of the writer’s individual failure or a failure to understand diversity in academic writing.

What is Good Academic Writing

education context, the research explores subject specialists' understandings of the discourse genres that the students are required ... Academic writing genres A genre can be considered 'a distinctive category of discourse of any type, ...

Author: Melinda Whong

Publisher: Bloomsbury Publishing

ISBN: 9781350110403

Category: Foreign Language Study

Page: 208

View: 561


The field of English for Academic Purposes (EAP) developed to address the needs of students whose mother tongue is not English. However, the linguistic competence required to achieve academic success at any university where English is the medium of instruction is a challenge for all students. While there are linguistic features common to academic literacy as a general genre, closer investigation reveals significant differences from one academic field to another. This volume asks what good writing is within specific disciplines, focussing on student work. Each chapter provides key insights by EAP professionals, based on their research in which they bring together analysis of student writing and interviews with subject specialists and markers who determine what 'good writing' is in their discipline. The volume includes chapters on established disciplines which have had less attention in the EAP and academic writing literature to date, including music, formal linguistics, and dentistry, as well as new and growing fields of study such as new media.

Teaching Academic Writing as a Discipline Specific Skill in Higher Education

Because of the shared nature of genre representations within the same discourse community, discourse producers are required to comply with the conventional linguistic and rhetorical characteristics of the genre. In the same way, ...

Author: Ezza, El-Sadig Y.

Publisher: IGI Global

ISBN: 9781799822677

Category: Education

Page: 253

View: 885


It is now held that writing influences and is influenced by the discipline where it occurs. The representations that writers employ to produce and comprehend texts are said to be sensitive to the specificities of their disciplinary discourse communities. This exposes writers to divergent disciplinary demands and expectations on what counts as good and appropriate writing in terms of generic structure, discourse features, and stylistic preferences, reflecting dissimilar practices. Because of such exigencies, academic writing seems at times to be very challenging, especially for novice scholars. Thus, any attempt to perceive the function of academic writing in higher education or to evaluate its quality should not discard the shaping force of the disciplines. Teaching Academic Writing as a Discipline-Specific Skill in Higher Education is a critical scholarly resource that examines the role of writing within academic circles and the disciplinary practices of writing in scholastic environments. The book will also explore the particular difficulties that confront writers in the disciplines as well as the endeavors of educational institutions to develop discipline-specific writing traditions among practicing and novice scholars. Featuring a range of topics such as blended learning, data interpretation, and knowledge construction, this book is essential for instructors, academicians, administrators, professors, researchers, and students.

Dynamic Assessment of Students Academic Writing

3, readers may recall that I had noted case studies genre family being widely used in business studies assignments ... Table 4.1 presents academic writing purposes and prompted genres in the first year compulsory introductory business ...

Author: Prithvi N. Shrestha

Publisher: Springer Nature

ISBN: 9783030558451

Category: Education

Page: 246

View: 116


This book explores the application of an innovative assessment approach known as Dynamic Assessment (DA) to academic writing assessment, as developed within the Vygotskian sociocultural theory of learning. DA blends instruction with assessment by targeting and further developing students’ Zone of Proximal Development (ZPD). The book presents the application of DA to assessing academic writing by developing a set of DA procedures for academic writing teachers. It further demonstrates the application of Hallidayan Systemic Functional Linguistics (SFL), combined with DA, to track undergraduate business management students’ academic writing and conceptual development in distance education. This work extends previous DA studies in three key ways: i) it explicitly focuses on the construction of a macrogenre (whole text) as opposed to investigations of decontextualized language fragments, ii) it offers the first in-depth application of the powerful SFL tool to analyse students’ academic writing to track their academic writing trajectory in DA research, and iii) it identifies a range of mediational strategies and consequently expands Poehner’s (2005) framework of mediation typologies. Dynamic Assessment of Students’ Academic Writing will be of great value to academic writing researchers and teachers, language assessment researchers and postgraduate students interested in academic writing, alternative assessment and formative feedback in higher education.