By John Flowerdew
Academic Discourse offers a set of particularly commissioned articles at the subject of educational discourse. Divided into sections overlaying the most methods, each one starts off with a state-of-the-art evaluation of the method and maintains with exemplificatory empirical studies. style research, corpus linguistics, contrastive rhetoric and ethnography are comprehensively coated throughout the research of varied educational genres: examine articles, PhD those, textbooks, argumentative essays, and enterprise cases. Academic Discourse brings jointly state-of-the paintings research and thought in one volume. It additionally beneficial properties: - an advent which supplies a survey and purpose for the fabric - implications for pedagogy on the finish of every bankruptcy- topical evaluation articles with instance stories- a thesaurus The breadth of serious writing, and from a large geographical unfold, makes Academic Discourse a clean and insightful addition to the sphere of discourse research.
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1 Perspectives o n generic variation A Generic View of Academic Discourse 31 based on generic as well as disciplinary models, if language education is to be pedagogically effective. As C andlin (2000) in his preface to Hyland (2000) points out, the n eed is to take ‘a com parative view across a range of academ ic disciplines and across faculty boundaries so th at we can . . assess clearly how these processes of social interaction are variably realised in discipline-specific writing’. H e fu rth er points ou t the n eed ‘to dem onstrate what is generically integral across genres, across disciplines, and what is discipline-specific’, on the basis o f which one may ‘m ake bro ad er generalisations about what is com m on to academ ic writing as an activity-type, and w here genre variation and discipline-specific genre variation’ becom es significant.
This kind o f disciplinary tension is often at the h eart o f a successful o r not-so-successful response to such a problem -question exercise. This was recently confirm ed by a professor teaching law in the faculty o f business in one o f the universities in H ong Kong. In the course of a focused group interview in the context of an investigation into the com m un icative dem ands placed on students pursuing interdisciplinary business edu cation in H ong Kong, she pointed ou t that a nu m b er o f business students did n o t appropriately respond to such problem -questions, certainly n o t in the way they are expected to in legal contexts.
1998; Hewings an d Nickerson, 1999; Read, 1990; Tedick, 1990; and m ore recently Hyland, 2000) has consistently dem onstrated academic discourse to be varied in terms o f disciplines and genres, the EAP com m unity have consistently taken it to be a single and uniform entity, with a ‘com m on core’ across disciplines and often genres. Similarly, the concept o f academ ic literacy has also been treated as unproblem atic for a long time and it is only in the last few years that in ESP literature we have seen this being referred to in the plural as ‘academ ic literacies’ (Chiseri-Strater, 1991; Lea and Street, 1999).
Academic Discourse by John Flowerdew