scholarly journals Genre Analysis of Civil Engineering’s Research Article Introductions

2020 ◽  
Vol 10 (2) ◽  
pp. 322
Author(s):  
Hina Manzoor ◽  
Aisha Majeed ◽  
Madiha Munaf
Keyword(s):  
Civil Engineering ◽  
Writing Skills ◽  
Research Articles ◽  
Linguistic Features ◽  
Subject Knowledge ◽  
Reading And Writing ◽  
Engineering Research ◽  
Space Model ◽  
Research Article ◽  
Effective Role

The present study explores the structures of Civil Engineering research articles’ (RA) introductions based on Swales’ 1990 CARS (Create a Research Space) model. It analyzes fifteen Civil Engineering research articles’ introductions according to the move structure and linguistic features that would indicate the use and avoidance of the move. Findings show that move-pattern in RA introductions of this field follow all three moves but it does not adhere to the proposed sequence given in the model. It is suggested for enhancement of reading and writing skills and subject knowledge of ESL/EFL/ESP students, pedagogy of CARS model can play an effective role as it is still applicable.

Metadiscourse variations in the generic structure of disciplinary research articles

2021 ◽  
Vol 13 (2) ◽  
pp. 193-212
Author(s):  
Hadi Kashiha
Keyword(s):  
Applied Linguistics ◽  
Research Articles ◽  
Discourse Community ◽  
Discourse Communities ◽  
Linguistic Features ◽  
Generic Structure ◽  
Research Article ◽  
The Status ◽  
Novice Writers ◽  
Academic Genre

Abstract Research articles have begun to occupy the status of a prominent academic genre, as publishing one is a significant way to gain credibility and to establish oneself as a researcher among members of a discourse community. One way to distinguish discourse communities is to look at the linguistic features used in the generic structure of their research articles. One of these linguistic features is metadiscourse which deals with the connection between authors, texts and readers. The present study adopted Hyland’s (2005a) model of metadiscourse to compare the use of interactional markers in the moves of 40 research article introductions from Applied Linguistics and Chemistry. Findings indicated some variations in the way that disciplinary authors employed interactional devices in introduction moves. These findings can be discussed in terms of familiarizing novice writers with discipline-specific features of their research article introduction and interpersonality in establishing a link between a text and readers.

scholarly journals Exploring Gender Differences in the Use of Hedges in Pakistani Engineering Research

2020 ◽  
Vol 6 (1) ◽  
pp. 101
Author(s):  
Sanam Gul ◽  
Rosy Ilyas ◽  
Shoukat Ali Lohar ◽  
Mansoor Ahmed
Keyword(s):  
Academic Writing ◽  
Civil Engineering ◽  
Electrical Engineering ◽  
Research Articles ◽  
Engineering Research ◽  
Qualitative And Quantitative ◽  
International Language ◽  
Engineering Discipline ◽  
Gender Based ◽  
Interpersonal Model

Previous studies suggest significant differences in academic writing between gender-based studies and various disciplines. As, English for Academic Purpose (EAP) is used as the source of communication as “an international language” which not only reflects on readers and writers but its professional, social, cultural, linguistic and educational settlements also (Canagarajah, 2002). Hedges play important role in academic writing. For this, the aim of present study was to investigate the use of hedges in Pakistani engineering research articles on gender-based level. The present study examined Pakistani research articles from two disciplines of Civil engineering and Electrical engineering to find out the frequencies and functions of hedges on gender-based level. For this reason, Hyland and Tse’s (2004) Interpersonal model of metadiscourse was employed to identify the list of hedges and to see the similarities and differences in the use of hedges on gender-based level. The corpus was built of 100 research articles. The total number of articles was 100 from Civil engineering and Electrical engineering discipline consisting on male and female writers. For this study, mixed method (qualitative and quantitative) strategy was employed. Sampling of the study was probability and stratified sampling. For analysis, Anconc.3.4.4 (a concordance tool) was applied to find out the frequencies and differences in the use of hedges.

scholarly journals Analyses of Rhetorical Moves and Linguistic Realizations in Accounting Research Article Abstracts Published in International and Thai-Based Journals

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401882238 ◽  
Author(s):  
Wirada Amnuai
Keyword(s):  
Nonnative English Speakers ◽  
Research Articles ◽  
English Speakers ◽  
Linguistic Features ◽  
Scholarly Journals ◽  
Rhetorical Structure ◽  
Accounting Research ◽  
Research Article ◽  
Similarities And Differences ◽  
Linguistic Backgrounds

There has been a growing interest in the rhetorical move structure of research articles (RAs). Research studies reveal that articles written by native and nonnative English speakers show some similarities and differences in their rhetorical structure and linguistic features across disciplines. This study was therefore undertaken to investigate the rhetorical moves of English RA abstracts, which were written by authors from different cultural and linguistic backgrounds. Sixty RA abstracts from two corpora (international corpus and Thai corpus) in the field of accounting were analyzed using Hyland’s framework. The abstracts written by authors of different nationalities and published in internationally scholarly journals were collected for the international corpus, whereas the counterpart consisted of abstracts written by Thai authors and published in indexed Thailand-based journals. Both similarities and differences in terms of rhetorical move and linguistic realizations were found. The use of tenses and voices was quite different not only between the two corpora but also from the previous studies. The findings will provide practical and detailed description of the RA abstracts’ structures of the two corpora. This may lead to pedagogical implications for teaching students how to write accounting English RA abstracts effectively.

scholarly journals Developing speaking competences in technical English for Spanish civil engineering students

2017 ◽  
Author(s):  
Romero de Ávila Serrano Vicente ◽  
Sarai Diaz García ◽  
Laura Asensio Sánchez ◽  
Jose Antonio Lozano Galant ◽  
Amparo Moyano Enríquez de Salamanca ◽  
...  
Keyword(s):  
Labor Market ◽  
Engineering Students ◽  
Civil Engineering ◽  
Language Skills ◽  
Writing Skills ◽  
Role Playing ◽  
Reading And Writing ◽  
Self Confidence ◽  
Training Activities ◽  
Regular Classes

Traditionally, Spanish schools of civil engineering provide their students a class on “Technical English” in order to develop their language skills. However, this class does not cover all the skills that the student would need in the labor market and mainly focuses in the reading and writing skills, and in a lower degree in the speaking and listening ones. This paper proposes a series of innovative and informal training activities (cine-forum on technical civil engineering topics and role playing on real professional situations) that allow Spanish civil engineering students to develop English skills that can rarely be worked in the classroom (i.e. speaking, negotiating and conversing), encouraging debate, participation, and fostering their self-confidence to speak about technical-English topics in public. Although the students’ level of English is much lower than expected, they all agree on the importance of technical English for their future career. The results also show the students’ lack in skills that are difficult to train in regular classes (speaking and talking). Consequently, this situation would require to provide complementary activities like the ones suggested in this project in order to develop these skills and increase the students’ demand for engineering classes taught in English.

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

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.

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