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Confé­rence John Swales : From context to text (Laboratoire LaTTiCe)

Confé­rence John Swales : From context to text (Laboratoire LaTTiCe) | TELT | Scoop.it

From Context to Text: Investigating Structures, Functions and Forms in Today’s Research Article

John M. Swales

 

(The University of Michigan)

 

In a changed research world wherein English-language journal articles are becoming de rigueur, the non-native speaker of English faces difficulties in communicating complex messages

 

Which transitive verbs tend to passivize (and which not)?

How do methods sections vary?

Why are certain purpose clauses sentence-initial?

Who uses “volitional” verbs (we wanted to...) and why?

Why are there fewer definite articles in medical research?

Is there an answer to the “we” v. the passive choice?

What is the role of sentence-initial of-phrases?

Why is interestingly so interesting?

 

Recent research on research English has focussed on evaluation, criticism and author identity. However, for both descriptive and pedagogical reasons, it is important not to ignore the “nuts and bolts” that hold discoursal edifices together.

 

REFERENCES

M. Charolles. (2005). Framing adverbials and their role in discourse cohesion from connection to forward labelling. Paper at Symposium on Exploration and Modelling of Meaning, Biarritz.

K. Fløttum (ed.) 2007. Language and discipline perspectives on academic discourse. Newcastle, UK: Cambridge Scholars Press.

D. S. Giannoni. (2008). Biomedical laboratory narratives: Linguistic and disciplinary traits. Verbal/visual narrative texts in higher education.

R. D. Huddleston. (1971). The sentence in written English. Cambridge: Cambridge University Press.

K. Hyland. (2004). Disciplinary discourses. Ann Arbor, MI: University of Michigan Press.

A. Olsson & V. Sheridan. (2012). A case study of Swedish scholar’s experiences with and perceptions of the use of English in academic publishing. Written Communication, 29: 33-54.

C. Pérez-Llantada, R. Plo & G. B. Ferguson (2011). “You don’t say what you know, only what you can”: The perceptions and practices of senior Spanish academics regarding research dissemination in English. English for Specific Purposes, 30: 18-30.

E. Rowley-Jolivet & S. Carter-Thomas (2011). Citing as a writing problem? A cross-cultural study of the citation behaviour of French researchers publishing in English. Paper presented at PRISEAL 2, Poland.

J. M. Swales. (2004). Research genres: Explorations and applications. Cambridge: Cambridge University Press.

J. M. Swales & C. Leeder. (2012) A reception study of the articles published in English for Specific Purposes from 1990-1999. English for Specific Purposes, 31: 137-146.

E. Tarone et al. (1998/1981)). On the use of the passive and active in Astrophysics journal articles. English for Specific Purposes, 17: 113-32.

S. A. Thompson (1985). Grammar and written discourse: Initial vs. final purpose clauses in English. Text, 5: 55-84.

P. R. R. White (2003). Beyond modality and hedging: A dialogic view of the language of intersubjective stance. Text, 23: 259-284.

S. Wulff, U. Römer, & J. Swales (2012). Attended/unattended this in academic student writing: Quantitative and qualitative perspectives. Corpus Linguistics and Linguistic Theory, 8: 129-157.

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