MOVE-STEP STRUCTURE OF THE RESULTS AND DISCUSSION SECTION OF ELECTRONIC ENGINEERING RESEARCH ARTICLES WRITTEN BY CHINESE AND THAI RESEARCHERS

This study explored the move-step structure of the Results and Discussion (R&D) section of electronic engineering research articles (EERAs) written by Chinese and Thai researchers. Two corpora, with each containing 12 R&D sections, were compiled for analysis with reference to the three frameworks of Kanoksilapatham (2005, 2015) and Maswana et al. (2015). In addition, variations in terms of move-step structure between the two corpora were examined. Findings firstly demonstrated a newly proposed framework of 3 moves and 12 steps. What’s more, all of the three moves were found obligatory, and the variations between the two corpora mainly existed in the steps under each move category. Findings of the present study could provide insights into EERA construction for novice writers. Moreover, generic variations that are acceptable within the discipline might expand RA genre knowledge for both EE researchers and genre practitioners.

Rhetorical move and genre knowledge development of English and Indonesian abstracts: A comparative analysis

A plethora of research has shown that genre analysis through move analysis is a practical approach to identify the complexity of writing research articles (RAs). However, little is known about the genre knowledge development that is manifested in abstract discourse patterns. This study aims to determine whether or not there is an influence from the level of education with the development of genre knowledge, especially in the field of writing research abstracts. Using Hyland’s (2000) five-move analysis model, this study analyzed the comparison and identity of abstracts of theses and dissertations in English and Indonesian. From the analysis, it can be seen that there are some differences and similarities in the manifestation of abstract discourse patterns in English and Indonesian final paper abstracts. In terms of genre knowledge, its development could be reflected through the level of study, in this case, from master’s to doctoral degrees. As evident in the dissertation abstracts in both languages, Move 1 (Introduction) evinces richer varieties in step realizations than in master’s theses. The analysis also indicates no crucial differences in genre knowledge development across languages and fields of study. Further comparative research on this particular topic with more subject of data is suggested.

EFL Supervisors’ Written Feedback Focus and Language Functions on Masters Degree Students Thesis

The objective of this study was to examine EFL supervisors’ written feedback focus, and language functions at some selected public universities in Ethiopia. To address the objective of the study, a descriptive exploratory design was adopted. 55 supervisees were randomly selected of 255 for the questionnaire survey. Besides, four supervisors were selected for interviews. Moreover, feedback comments on five theses drafts were utilized as data sources. To decide the language functions and feedback foci, frequency counts and percentage were used. Nonetheless, the interview data were analyzed qualitatively as per their themes. The results showed thesis supervisors used the directive feedback language function most prevailingly over the expressive in their feedback provision. There was no balance of praise, criticism, and suggestions in the provision of feedback comments. The supervisors largely focused on content knowledge, followed by genre knowledge, and then linguistic accuracy and appropriateness (forms), respectively.

Explorationen zur Genre-Grammatik von Volksnarrationen

The following essay aims at elaborating some aspects of the genre grammar of linguistic practices embodied in folk narratives. It starts from the idea that linguistic practices like narratives are controlled by a corresponding genre-knowledge just as it holds for most types of human actions in general. Individual linguistic practices are thus sequenced and arranged according to a corresponding knowledge frame that is related to the situationally activated genre. The term text is used to denote this sequence of situationally and interactionally coherent linguistic practices that are construed according to the grammar of a ‘genre in action’. A genre will be understood as a semiotic unit whose signifiant corresponds to a set of types of lexical and grammatical patterns ultimately represented by the micro-structure of the text. Its signifié will be interpreted as a text world model (TWM) that is internally invoked by the functionality, semantics, and quantification of the types of construction that occur in a text together with their syntax as well as by corresponding world knowledge. The essay first discusses some theoretical aspects of a genre-based approach to one kind of linguistic practices, namely narratives before turning to an illustration of the approach by referring to some selected aspects of two folk narratives, one taken from Grimms’ collection of folk narratives, the other stemming from the Udi community in the Eastern Caucasus (Northwestern Azerbaijan).

Real and Fake

This paper is an example of an assignment that called for a rewrite of a traditional fairy tale for a different audience. In no more than 500 words, students had to re-imagine a fairy tale of their choice and make grammatical and rhetorical choices that would speak to their chosen audience. Next, students had to describe their writing process and indicate what they learned about their language and genre knowledge as a result of their rewrite. “Real and Fake” is a rewrite of “The Little Red Riding Hood.” The student, Kai Su, decided to turn it into a horror story.

“Helping Me Learn New Things Every Day”: The Power of Community College Students’ Writing Across Genres

Although community colleges are important entry points into higher education for many American students, few studies have investigated how community college students engage with different genres or develop genre knowledge. Even fewer have connected students’ genre knowledge to their academic performance. The present article discusses how 104 ethnically, culturally, and linguistically diverse students reported on classroom genre experiences and wrote stories about college across three narrative genres (Letter, Best Experience, Worst Experience). Findings suggest that students’ engagement with classroom genres in community college helped them develop rhetorical reading and writing skills. When students wrote about their college lives across narrative genres, they reflected on higher education in varied ways to achieve differing sociocultural goals with distinct audiences. Finally, students’ experience with classroom and narrative genres predicted their GPA, implying that students’ genre knowledge signals and influences their academic success. These findings demonstrate how diverse students attending community college can use genres as resources to further their social and academic development.