Download e-book for iPad: Academic Discourse by John Flowerdew

By John Flowerdew

ISBN-10: 0582418879

ISBN-13: 9780582418875

 Academic Discourse offers a suite of especially commissioned articles at the topic of educational discourse. Divided into sections masking the most ways, each one starts off with a state-of-the-art assessment of the process and keeps with exemplificatory empirical studies.  style research, corpus linguistics, contrastive rhetoric and ethnography are comprehensively lined throughout the research of assorted educational genres: learn 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 gains: - an creation which gives a survey and cause for the cloth - implications for pedagogy on the finish of every bankruptcy- topical overview articles with instance experiences- a word list  The breadth of serious writing, and from a large geographical unfold, makes Academic Discourse a clean and insightful addition to the sector of discourse research.

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Investigating the use of textbook and research article genres in pedagogic practice, Myers (1992b) quite appropriately claims th at these two genres behave quite differently w hen used in academ ic contexts. In spite o f certain overlapping features, they represent different realities in teaching and learning contexts and require very different reading and analytical strategies on the p art of learners, who wish to com e to term s with disciplinary knowledge. These genres also attract different tasks if they have to be treated authentically in academ ic contexts, even if one were to ignore subject-specific concerns.

E. text, to the context in which it is constructed, used, interpreted, and perhaps exploited. It is at this stage th at the focus shifted from text to what makes a text possible, from surface structure to d eep structure o f discourse, from discourse to genre, and finally from ‘w hat’ to ‘why’ in language use, and o f course in language learning an d language teaching. T he next stage is already in place, which connects texts to social practice, shifting focus m ore centrally to the study o f social structures, social identities and discourse systems, and things o f that kind.

This is often illustrated in the discussion o f a nu m b er of plausible solutions. As H arris (1997) points out, ‘the law and its conceptual fram ework is learned through a process o f m atch­ ing, contrasting, classifying and distinguishing cases’; hence the im portance of legal reasoning and argum entation. However, in an exercise o f this kind in academ ic business contexts, where business students study law, it is often the case th at they tend to offer a good, pragmatically convincing, bu t n o t necessarily a legal solution to the problem .

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Academic Discourse by John Flowerdew


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