By John Flowerdew
Academic Discourse provides a suite of in particular commissioned articles at the subject of educational discourse. Divided into sections masking the most methods, every one starts off with a state-of-the-art evaluate of the strategy and maintains with exemplificatory empirical studies. style research, corpus linguistics, contrastive rhetoric and ethnography are comprehensively lined in the course of the research of varied educational genres: study articles, PhD those, textbooks, argumentative essays, and enterprise cases. Academic Discourse brings jointly state-of-the artwork research and conception in one volume. It additionally positive aspects: - an creation which supplies a survey and purpose for the cloth - implications for pedagogy on the finish of every bankruptcy- topical evaluation articles with instance reports- 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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Additional info for Academic Discourse
We can also see how linguistic 21 22 Academic Discourse analyses have becam e m uch m ore than m ere descriptions, often attem pting to offer explanation for a specific use of language in institutionalised social, educational, academ ic, an d professional settings. ’ O ne way of look ing at these varying perceptions o f language description can be the way they relate texts to contexts, as in the following diagram. Language Description as Text W hat features o f lexico-grammar are statistically a n d /o r functionally distinctive?
These genres are typically em ployed in specific disciplinary cultures in the fulfilm ent of specific discip linary objectives, no t necessarily m eant to be used in academ ic contexts. In some cases, these are often associated with m ore professional than academ ic contexts. The m ain objectives in the study of law, for instance, are to encourage legal reasoning and to pursue issues about the law through legal research. T he em phasis is on deriving principles of law from the facts of life and also on applying principles to the daily affairs of the m em bers o f o n e ’s society.
How widely o r narrowly should it be viewed? How do we define it? How significant are the disciplinary differences in the discourses o f the academy? • How effective can it be in the context o f a n eed for m ultiple specialisms? I will also discuss the im plications o f such findings for the theory an d prac tice o f EAP, especially in the design and im plem entation o f such program mes. English for Academ ic Purposes Like a num b er o f o th er concepts o f this kind, Academic English o r English for Academic Purposes (EAP) is a fuzzy concept.
Academic Discourse by John Flowerdew