Book Review: The TCN Guide to Professional Practice in Clinical Neuropsychology, edited by Kenneth M. Adams and Byron P. Rourke. Published in 1992 by Swets & Zeitlinger, BV, Amsterdam, 234 pages, $29.95 (paperback)

1993 ◽  
Vol 8 (3) ◽  
pp. 281-282
Author(s):  
Russell L. Adams
Author(s):  
Jacqueline Hawkins

This review demonstrates how Dr. Valerie Storey and her colleagues have helped to enlighten the activities of CPED member institutions by providing a global perspective on the EdD.  Discussion links the various facets of the book to historical, structural, operational, and evaluative aspects of our future design work.  Takeaways from the review are provided for those of us who are leading the reclamation and transformation of the education doctorate.


2018 ◽  
Vol 41 (1) ◽  
pp. 47-66
Author(s):  
Liang Xiao ◽  
Liming Deng

AbstractBased on Bhatia’s multi-dimensional analytical framework for discourse analysis, we explore key issues involved in genres construction such as private intention, manipulation of generic value and interdiscursive strategies. Two prefaces and two book reviews by expert linguists were collected and analyzed at great length from both text-internal and text-external perspectives. Meanwhile, four professionals from relevant disciplines were interviewed for their insights into the issues investigated. Through examining textual features, covert interdiscursivity and narrative accounts of the professional writers, the following findings are generated. 1) Generic variation occurs within and between the two genres due to expert writers’ intentional manipulation of generic value. 2) Interdiscursive strategies like “genre embedding”, “genre bending” and “genre mixing” are exploited by expert writers to achieve their particular private intention. Specifically, preface genre can be presented, to some extent, as a research article mixed with some promotional flavor, and features of research article genre, promotional genre and introductory genre are found mixed in the review genre. 3) Representations of the preface and book review genres such as linguistic feature, move structure and interdiscursivity are ultimately affected by generic value, authors’ private intention, professional practice and disciplinary culture. The findings have important implications for ESP/EAP writing practitioners and learners.


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