By John Flowerdew
Academic Discourse provides a suite of specifically commissioned articles at the subject matter of educational discourse. Divided into sections protecting the most ways, every one starts with a cutting-edge evaluation of the method and keeps with exemplificatory empirical studies. style research, corpus linguistics, contrastive rhetoric and ethnography are comprehensively coated in the course of the research of varied educational genres: study articles, PhD those, textbooks, argumentative essays, and company cases. Academic Discourse brings jointly state-of-the paintings research and idea in one volume. It additionally gains: - an creation which gives a survey and cause for the fabric - implications for pedagogy on the finish of every bankruptcy- topical evaluation articles with instance reports- a thesaurus The breadth of serious writing, and from a large geographical unfold, makes Academic Discourse a clean and insightful addition to the sphere of discourse research.
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In this chapter, I would like to focus on som e o f the following issues related to the use o f academ ic English in EAP/ESP contexts: • • • • W hat is the nature of academ ic English? How widely o r narrowly should it be viewed? How do we define it? How significant are the disciplinary differences in the discourses o f the academy? • How effective can it be in the context o f a n eed for m ultiple specialisms? I will also discuss the im plications o f such findings for the theory an d prac tice o f EAP, especially in the design and im plem entation o f such program mes.
Research article abstracts are a genre th at did no t receive m uch attention until the 1990s (Swales, 1990; Bhatia, this volum e). However, since then a num ber o f studies have analysed the schematic structure or global organisation o f this genre as well as the linguistic features that characterise it. Several o f these studies have focused on abstracts from a particular discipline. For example, Salager-Meyer (1992) and Nwogu (1990) have studied abstracts from m edical science while Santos (1996) has studied abstracts from linguistics.
Genres are reflections o f disciplinary cultures and, in that sense, those of the realities o f the world o f discourse, in general. 2. Genres focus on conventionalised communicative events em bedded within disciplinary o r professional practices. 3. All disciplinary o r professional genres have integrity o f their own, which is often identified with reference to textual and discursive (text-internal) factors, o r contextual an d disciplinary (text-external) factors. However, it is n o t always fixed o r static b u t often contested, d epending upon the rhetorical context it tends to respond to.
Academic Discourse by John Flowerdew