The phraseology of wine and olive oil tasting notes

Specialized genres are bound to the communicative context of their discourse community. However, certain genres extend beyond one specific domain, remaining unchanged at different linguistic levels across domains. That seems to be the case of wine and olive oil tasting notes since both analyze and evaluate sensory descriptions. The present study aims at describing and comparing lexical chunks of wine and olive oil tasting notes at a semantic level to show if there is variation in the same genre across domains; we will not only describe, classify and compare lexical chunks, but also identify the way this knowledge is structured and construed in the same genre in both domains. We will test our methodology in a corpus of English tasting notes from both genres written by three different writer profiles: professionals, amateurs and wineries/mills. Our results will be useful for scholars as well as technical writers when writing tasting notes.

Tematicheskaya struktura intolerantnogodiskursa

Thematic structure of the discourse of intolerance. The article presents a model of the thematic structure of hate speech as a form of intolerant discourse on vulnerable social groups singled out on the basis of protected characteristics. Four major thematic categories are identified: “Intuitive assessment”, “Characterization of the social group”, “Comparison of the group with other social groups” and “Position of the group in the discourse community”. Examples of verbalization of topics and subtopics of homophobic, sexist and xenophobic rhetoric in the online comments of Belarusian users in 2015–2019 are provided. Keywords: intolerant discourse, discourse of hate, hate speech, gender-based hate speech, sexist hate speech, xenophobic hate speech, sexual orientation-based hate speech, online discourse, online comment

Silences and Secrets of Family, Community and the State

In this article, we suggest that silence is often more about remembering than forgetting. We consider ways in which silences can occupy and dominate state discourse, community knowledge, family stories and individual narratives. Drawing on research material from Poland and the Czech Republic in the late socialist and post-socialist periods, we look at ways similar patterns of narrative fusion take place in various contexts in which both the public and the private domains are often shadowed by things veiled in secrecy and hidden from the general gaze. We argue that personal family and kin accounts of private things which for some reason cannot be spoken become entangled with, and to some extent communicated through, broader and more public historical narratives, and vice versa, and show how partial accounts are thus transmitted from generation to generation even while remaining largely unspoken. In developing our argument, we focus on the idea of walls of silence and on the process of drawingboundaries between people and the state, between generations (grandparents, parents and children) and between insiders and outsiders of communities. Suggesting that silence may be loud or quiet, we look at registers of silence and the ways in which they operate at the different levels of state, community and household. We ask what it means to hold certain kinds of knowledge, or to be excluded from these. At times, and for some people, knowledge may be a source of power or social or economic capital; for others, or in other contexts, being excluded from or rejecting knowledge, and thus not being privy to the subtexts of silence, may be a source or freedom and potential or possibility.

Managing Readers' Impression of Research Article Abstracts Through Metadiscourse

A plethora of research on academic discourse analysis has supplied empirical findings that readers' impression of texts can be managed through the utilization of metadiscoursal resources linked to the social intentions and practices of academic communities. However, the writers’ efforts in meeting the readers’ expectations through metadiscourse in the specific rhetorical moves of abstracts across disciplines have not been much researched. The study examines the rhetorical moves of research article abstracts (RAAs) and the distribution of metadiscourse markers (MDMs) across the identified moves using a corpus of 300 abstracts in four disciplines. The analysis shows that product, purpose, and method moves were given more prominence by most of the writers across disciplines. Transition markers were the most utilized interactive markers, while hedges and engagement markers were the most prominently used interactional markers. This study provides implications for research article abstract writers to manage readers' impression of texts and comply with the expectations of the discourse community in their respective fields.

An Evangelical is Anyone who Likes Billy Graham: Defining Evangelicalism with Carl Henry and Networks of Trust

The founding editors of Christianity Today spent more than a year planning the launch of their magazine. Carl F. H. Henry, L. Nelson Bell, and J. Marcellus Kik believed Christianity Today could “plant the flag” for evangelicalism. To do that, though, the editors had to decide what evangelicalism was. They had to decide where the lines were, who was in and who was out, which issues mattered and which did not. One key criterion, they decided, was whether or not someone liked evangelist Billy Graham. Historian George Marsden later offered this as a tongue-in-cheek definition of evangelicalism. More seriously, religious historians have used David Bebbington's quadrilateral definition, which says the basis of evangelicalism is conversionism, biblicism, activism, and crucicentrism. This article argues that Bebbington's definition is ahistorical, vague, and deeply unhelpful. Marsden's joking definition, on the other hand, is quite useful, as it directs historians to attend to actual relationships, historical affinities, and real-world conversations. Based on new archival research, this article tells the story of the launch of evangelicalism's “flagship” magazine, shows how evangelicalism's lines were drawn in 1956, and makes the case that evangelicalism is best understood as a discourse community which is structured by its communication networks.

Teaching Methods for Strengthening Authorship in College Academic Writing －A Case Study of a Social Science Writing Class

College academic writing education must focus on reinforcing authorship. Authorship means that one's identity as an author is reflected throughout the text. Authorship also refers to the identity of a subject who produces knowledge through a dynamic process. However, this process requires the author to actively participate in academic dialogues with other scholars, rather than simply act as a passive recipient of knowledge and discourse in the academic community. This is particularly true when it comes to academic writing. This study presents educational guidelines on how to strengthen authorship based on communication in the academic community. It further explores specific teaching methods by examining several instructive teaching samples. We propose an explicit and specific authorship-enhancing teaching method that could prove particularly useful in process-oriented academic writing. Through theory-based lectures and case studies that critically review previous research as a product of the academic discourse community, we propose explicit and specific educational methods, not only to strengthen authorship among our students, but to also teach them about the certain types and characteristics of academic writing. We also provide education regarding citations and plagiarism by applying explicit theories and using examples from the authorship-enhancement perspective. This study suggests that one-on-one consultations can help students address the difficulties inherent in academic writing. Furthermore, through the process of writing education which aims at strengthening authorship among our students, we can also expect other educational effects to naturally develop as well.

Metadiscourse variations in the generic structure of disciplinary research articles

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.