Academic writing and genre: a systematic analysis
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London
Continuum
2008
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | VI, 194 S. 25 cm |
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Datensatz im Suchindex
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|---|---|
| adam_text | Titel: Academic writing and genre
Autor: Bruce, Ian
Jahr: 2008
Contents
List of Figures and Tables
Acknowledgements
vu
vii
Chapter 1: The teaching of academic writing 1
1.0 Introduction 1
1.1 The notion of discourse competence 2
1.2 Genre-based approaches to developing discourse
competence in writing 5
1.3 Genre-based teaching: critical or accommodationist 9
Chapter 2: From social genre towards pedagog) 13
2.0 Overview 13
2.1 Relating genre to language learning 13
2.2 The approach to genre influenced by systemic
functional linguistics 14
2.3 The systemic functional approach to genre: summary 19
2.4 Discussion: the systemic functional approach to genre
as a discourse-categorizing construct 19
2.5 Conclusion 25
2.6 The approach to genre of the English for Specific
Purposes movement 26
2.7 Genre as a means of analysis of ESP texts 29
2.8 An ESP framework for genres 32
2.9 ESP approaches to the analysis of texts: summary 33
2.10 The two pedagogic approaches to genre: discussion 34
Chapter 3: Constraints on a cognitive genre construct 39
3.0 Introduction 39
3.1 Fundamental notions in cognitive approaches to
categorization: prototype and hierarchy 40
3.2 Theories of underlying patterns employed in the
organization of knowledge relating to specific domains 47
3.3 Other schematic constructs: scripts, plans, goals, frames
and scenarios 52
3.4 Theories relating to procedural knowledge 64
3.5 Discussion: implications of categorization theories for
discourse creation 73
Chapter 4: Operationalizing cognitive genres in academic writing 79
4.0 Introduction 79
4.1 Some observations on the cognitive structuring of
discourse 80
4.2 Cognitive genres and young learners 85
4.3 Cognitive genres and academic writing in university
contexts 87
VI
ACADEMIC WRITING AND GENRE
4.4 Towards a cognitive genre construct for academic writing 91
4.5 A model for cognitive genres in academic discourse 94
4.6 Study 1 : A corpus investigation of the use of cognitive
genres in academic texts 99
4.7 Study 2: Use of the features of the cognitive genres by
three groups of writers 101
4.8 Conclusion 106
Chapter 5: Relating cognitive genres to the teaching and learning
of writing 109
5.0 Introduction 109
5.1 Cognitive genres and language learning theory 109
5.2 Principles of curriculum design for general ÅÁÑ coursesl 12
5.3 Relating cognitive genres to a syllabus design 117
5.4 A general ÅÁÑ syllabus unit based on the report
cognitive genre 121
5.5 Conclusion 126
Chapter 6: The scope of social genre knowledge 129
6.0 Introduction 129
6.1 Towards a construct for social genres 129
6.2 Social genres and context 132
6.3 Social genres and epistemology 133
6.4 Social genres and writer stance 136
6.5 Social genres and the staging of content 138
6.6 Social genres and cognitive genres 140
6.7 Summary of social genre knowledge 140
6.8 Relating social and cognitive genre knowledge to ÅÁÑ
writing courses 142
6.9 Conclusion 150
Chapter 7: Teaching genre knowledge in an advanced writing
course 151
7.0 Introduction 151
7.1 The sample course unit: syllabus 152
7.2 Results sections: social genre focus 153
7.3 Results sections: cognitive genre focus 159
7.4 Conclusion 167
References 171
Appendix 1 Crombies interpropositional relations 185
Appendix 2 Corpus study: selection method, population and sample 186
Appendix 3 Instructions for the administration of the four writing
tasks 188
Appendix 4 Example of an analysed script from Study 2 189
Appendix 5 Results sections corpus 190
Index 191
|
| adam_txt |
Titel: Academic writing and genre
Autor: Bruce, Ian
Jahr: 2008
Contents
List of Figures and Tables
Acknowledgements
vu
vii
Chapter 1: The teaching of academic writing 1
1.0 Introduction 1
1.1 The notion of discourse competence 2
1.2 Genre-based approaches to developing discourse
competence in writing 5
1.3 Genre-based teaching: critical or accommodationist 9
Chapter 2: From social genre towards pedagog)' 13
2.0 Overview 13
2.1 Relating genre to language learning 13
2.2 The approach to genre influenced by systemic
functional linguistics 14
2.3 The systemic functional approach to genre: summary 19
2.4 Discussion: the systemic functional approach to genre
as a discourse-categorizing construct 19
2.5 Conclusion 25
2.6 The approach to genre of the English for Specific
Purposes movement 26
2.7 Genre as a means of analysis of ESP texts 29
2.8 An ESP framework for genres 32
2.9 ESP approaches to the analysis of texts: summary 33
2.10 The two pedagogic approaches to genre: discussion 34
Chapter 3: Constraints on a cognitive genre construct 39
3.0 Introduction 39
3.1 Fundamental notions in cognitive approaches to
categorization: prototype and hierarchy 40
3.2 Theories of underlying patterns employed in the
organization of knowledge relating to specific domains 47
3.3 Other schematic constructs: scripts, plans, goals, frames
and scenarios 52
3.4 Theories relating to procedural knowledge 64
3.5 Discussion: implications of categorization theories for
discourse creation 73
Chapter 4: Operationalizing cognitive genres in academic writing 79
4.0 Introduction 79
4.1 Some observations on the cognitive structuring of
discourse 80
4.2 Cognitive genres and young learners 85
4.3 Cognitive genres and academic writing in university
contexts 87
VI
ACADEMIC WRITING AND GENRE
4.4 Towards a cognitive genre construct for academic writing 91
4.5 A model for cognitive genres in academic discourse 94
4.6 Study 1 : A corpus investigation of the use of cognitive
genres in academic texts 99
4.7 Study 2: Use of the features of the cognitive genres by
three groups of writers 101
4.8 Conclusion 106
Chapter 5: Relating cognitive genres to the teaching and learning
of writing 109
5.0 Introduction 109
5.1 Cognitive genres and language learning theory 109
5.2 Principles of curriculum design for general ÅÁÑ coursesl 12
5.3 Relating cognitive genres to a syllabus design 117
5.4 A general ÅÁÑ syllabus unit based on the report
cognitive genre 121
5.5 Conclusion 126
Chapter 6: The scope of social genre knowledge 129
6.0 Introduction 129
6.1 Towards a construct for social genres 129
6.2 Social genres and context 132
6.3 Social genres and epistemology 133
6.4 Social genres and writer stance 136
6.5 Social genres and the staging of content 138
6.6 Social genres and cognitive genres 140
6.7 Summary of social genre knowledge 140
6.8 Relating social and cognitive genre knowledge to ÅÁÑ
writing courses 142
6.9 Conclusion 150
Chapter 7: Teaching genre knowledge in an advanced writing
course 151
7.0 Introduction 151
7.1 The sample course unit: syllabus 152
7.2 Results sections: social genre focus 153
7.3 Results sections: cognitive genre focus 159
7.4 Conclusion 167
References 171
Appendix 1 Crombies interpropositional relations 185
Appendix 2 Corpus study: selection method, population and sample 186
Appendix 3 Instructions for the administration of the four writing
tasks 188
Appendix 4 Example of an analysed script from Study 2 189
Appendix 5 Results sections corpus 190
Index 191 |
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| title | Academic writing and genre a systematic analysis |
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| title_short | Academic writing and genre |
| title_sort | academic writing and genre a systematic analysis |
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