scholarly journals The student laboratory report genre: A genre analysis

2021 ◽  
Author(s):  
Jean Parkinson
Keyword(s):  
Academic Writing ◽  
Science Writing ◽  
Linguistic Features ◽  
Science And Engineering ◽  
Data Set ◽  
Laboratory Report ◽  
Engineering Study ◽  
Student Laboratory ◽  
Experimental Findings ◽  
New Research

© 2016 Elsevier Ltd This article provides a move analysis of the student laboratory report, a genre which is central to science and engineering study, and to which students may have had little prior exposure. Using a data set of 60 highly-graded laboratory reports from the BAWE corpus (British Academic Writing in English, Gardner & Nesi, 2013), moves are described, together with typical linguistic features. Laboratory report moves are compared with moves previously identified in empirical research articles (RAs), a genre which has the same macrostructure and also presents experimental findings. The different writer-reader relationships and different purposes in these genres (pedagogical in the laboratory report, and presenting new research in RAs) result in some significant differences in the realization of moves. The findings are potentially useful to teachers of science writing.

scholarly journals The student laboratory report genre: A genre analysis

2021 ◽  
Author(s):  
Jean Parkinson
Keyword(s):  
Academic Writing ◽  
Science Writing ◽  
Linguistic Features ◽  
Science And Engineering ◽  
Data Set ◽  
Laboratory Report ◽  
Engineering Study ◽  
Student Laboratory ◽  
Experimental Findings ◽  
New Research

© 2016 Elsevier Ltd This article provides a move analysis of the student laboratory report, a genre which is central to science and engineering study, and to which students may have had little prior exposure. Using a data set of 60 highly-graded laboratory reports from the BAWE corpus (British Academic Writing in English, Gardner & Nesi, 2013), moves are described, together with typical linguistic features. Laboratory report moves are compared with moves previously identified in empirical research articles (RAs), a genre which has the same macrostructure and also presents experimental findings. The different writer-reader relationships and different purposes in these genres (pedagogical in the laboratory report, and presenting new research in RAs) result in some significant differences in the realization of moves. The findings are potentially useful to teachers of science writing.

Markers of identification in Indigenous academic writing: A case study of genre innovation

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Shurli Makmillen ◽  
Michelle Riedlinger
Keyword(s):  
Communities Of Practice ◽  
Social Relations ◽  
Academic Writing ◽  
Genre Studies ◽  
Linguistic Features ◽  
Study Approach ◽  
Research Article ◽  
Rhetorical Genre ◽  
Academic Genres

AbstractThis study contributes to research into genre innovation and scholarship exploring how Indigenous epistemes are disrupting dominant discourses of the academy. Using a case study approach, we investigated 31 research articles produced by Mäori scholars and published in the journal AlterNative between 2006 and 2018. We looked for linguistic features associated with self-positioning and self-identification. We found heightened ambiguous uses of “we”; a prevalence of verbs associated with personal (as opposed to discursive) uses of “I/we”; personal storytelling; and a privileging of Elders’ contributions to the existing state of knowledge. We argue these features reflect and reinforce Indigenous scholars’ social relations with particular communities of practice within and outside of the academy. They are also in keeping with Indigenous knowledge-making practices, protocols, and languages, and signal sites of negotiation and innovation in the research article. We present the implications for rhetorical genre studies and for teaching academic genres.

Electoral Performance by Post-Rebel Parties

2018 ◽  
Vol 54 (3) ◽  
pp. 415-453 ◽  
Author(s):  
Carrie Manning ◽  
Ian Smith
Keyword(s):  
Legislative Elections ◽  
Full Data ◽  
Data Set ◽  
Factors Affecting ◽  
Future Performance ◽  
Organizational Experience ◽  
Varying Length ◽  
New Research ◽  
Electoral Performance ◽  
Positive Effect

This article explores the factors affecting post-rebel party electoral performance. We present new research tracking the participation of these groups in national legislative elections from 1990 to 2016. Our full data set covers 77 parties and 286 elections in 37 countries. It includes parties formed after conflicts of varying length and intensity, with different incompatibilities, in every region of the world, and in countries with disparate political histories. Our analysis suggests that post-rebel parties’ early electoral performance strongly affects future performance, and that competition – crowd-out by older rival parties – and pre-war organizational experience in politics have a significant positive effect, particularly for those parties that are consistently winning more than about 10 per cent of seats. But especially for parties that consistently win very low seat shares, organizational characteristics yield increasingly to environmental factors, most importantly the presence of rival parties and the barriers to representation presented by electoral rules.

scholarly journals Using Rubrics in A University EFL Process Writing Program: An Exploratory Case Study

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Yamin Qian
Keyword(s):  
Language Proficiency ◽  
Academic Writing ◽  
English Language ◽  
Writing Process ◽  
Writing Programs ◽  
Data Set ◽  
Writing Classes ◽  
Peer Reviews ◽  
Reflection Data ◽  
Student Cohorts

While rubrics have been widely recognized as an effective instructional tool for teachers to evaluate students’ writing products, fewer studies explored how students use it for their writing process in an EFL university academic writing classes. This study explores the application of process-oriented rubrics in two EFL writing programs, and investigates whether English language proficiency, motivation to writing, and their previous experiences with writing programs would significantly affect the use of the rubrics. The participants (N=190) were from two student cohorts, each of which had 95 participants. The data set includes students’ self-, peer- use and the instructor’s use of the rubrics, and students’ written reflection upon peer feedbacks. The data showed that the rubrics can guide students to practice a writing process, and that the 20-item rubric was statistically reliable.  The data of rubrics also showed that the participants were more critical on their peers’ writing, and the reflection data showed students’ awareness of revision strategies. The qualitative data seemed to suggest that peer reviews and reflections upon such reviews could enhance students' revision strategies. This article will conclude itself by providing some pedagogical suggestions in EFL contexts

Automatically Augmenting Academic Text for Language Learning

2018 ◽  
pp. 512-537
Author(s):  
Shaoqun Wu ◽  
Alannah Fitzgerald ◽  
Ian H. Witten ◽  
Alex Yu
Keyword(s):  
Open Access ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Contextual Information ◽  
British Library ◽  
Linguistic Features ◽  
Lexical Bundles ◽  
English Writing ◽  
Design Considerations

This chapter describes the automated FLAX language system (flax.nzdl.org) that extracts salient linguistic features from academic text and presents them in an interface designed for L2 students who are learning academic writing. Typical lexico-grammatical features of any word or phrase, collocations, and lexical bundles are automatically identified and extracted in a corpus; learners can explore them by searching and browsing, and inspect them along with contextual information. This chapter uses a single running example, the PhD abstracts corpus of 9.8 million words derived from the open access Electronic Theses Online Service (EThOS) at the British Library, but the approach is fully automated and can be applied to any collection of English writing. Implications for reusing open access publications for non-commercial educational and research purposes are presented for discussion. Design considerations for developing teaching and learning applications that focus on the rhetorical and lexico-grammatical patterns found in the abstract genre are also discussed.

scholarly journals Conjuncts in nineteenth-century English: diachronic development and genre diversity

2014 ◽  
Vol 18 (1) ◽  
pp. 157-181 ◽  
Author(s):  
PETER J. GRUND ◽  
ERIK SMITTERBERG
Keyword(s):  
Nineteenth Century ◽  
Academic Writing ◽  
Language Change ◽  
Science Writing ◽  
General Level ◽  
Linguistic Patterns ◽  
Drastic Increase ◽  
Semantic Types ◽  
English Syntax ◽  
Diachronic Development

This article explores the use of connective adverbials orconjuncts(e.g.therefore,on the other hand,firstly) in nineteenth-century English. Drawing onA Corpus of Nineteenth-Century English(CONCE), the study focuses on charting change over time and variation among different genres, and considers the distribution of various semantic types (e.g. contrastive, resultive) as well as individual conjuncts and author styles. We show that nineteenth-century English displays considerable genre differentiation in the use of conjuncts, both in terms of frequency and semantic types of conjuncts employed. Within these larger trends, patterns are also evident for individual conjuncts (e.g.now,therefore,so) and individual authors (e.g. in Letters). Science writing, in particular, reveals a drastic increase in conjuncts (in nearly all semantic types), which sets it apart from other genres. This suggests that the conjunct-heavy style of academic writing that has been attested in studies of Present-Day English was established in the nineteenth century. On a more general level, this result underlines the importance of considering formal genres when charting language change, as they may be in the forefront of the formation of new linguistic patterns that are unique to written texts. The article also contributes to our growing understanding of Late Modern English syntax.

scholarly journals Linguistic Markers and Stylistic Attributes of Hedging in English Academic Papers Written by Native and Non-Native Speakers of English

MANUSYA ◽  
2015 ◽  
Vol 18 (1) ◽  
pp. 1-22
Author(s):  
Amara Prasithrathsint
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Language Use ◽  
Native Speakers ◽  
Linguistic Features ◽  
Linguistic Markers ◽  
Native Speakers Of English ◽  
English Academic Writing ◽  
The Impact

Hedging means mitigating words so as to lessen the impact of an utterance. It may cause uncertainty in language but is regarded as an important feature in English academic writing. The purpose of this paper is to analyze the style of academic writing in English with particular reference to the significant role of hedging and the linguistic features that mark it. The data was taken from academic articles in the humanities written by native speakers of English, Filipino speakers of English, and Thai speakers of English. It is hypothesized that speakers of English as a foreign language use fewer and different hedging devices than native speakers of English. The result of the analysis shows that the prominent linguistic markers of hedging are the auxiliaries may, might, could, the verbs suggest, appear, seem, and the adverbs perhaps and often. They are divided into three groups according to their stylistic attributes of hedging; namely, probability, indetermination, and approximation. The use of hedging found in the data confirms what Hyman (1994) says; i.e., that hedging allows writers to express their uncertainty about the truth of their statements. It is also found that English native speakers use hedges most frequently. The Filipino speakers of English are the second, and the Thai speakers of English use hedges the least frequency. This implies that hedging is likely to be related to the level of competence in English including knowledge of stylistic variation, and that it needs to be formally taught to those who speak English as a second or foreign language.

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