Nowadays attaining a grant is a criterion of success for an early-career researcher and an important indicator of effective work of a university as a research-based and corporate institution. During its thirty-year history in Russia, grants have become a traditional and even routine practice for every Russian PhD student and an early-career researcher. Like their international colleagues, Russian researchers often don’t get sufficient support from their scientific advisor and an academic writing expert. A few attempts to improve current situation have been made in a number of research universities. One of such cases is a course “Grant Writing” that has been recently implemented in the English-language writing-intensive program of the Moscow Institute of Physics and Technology. The complex aim or the paper can be explained by the multidimensional nature of a grant. After characterizing a grant proposal as an up-to-date text genre in the international and interdisciplinary context in the framework of Genre Field Analysis, we consider the full process of applying for a grant in real-life environment and classroom settings. Finally, in the lens of Critical Genre Analysis, the qualitative analysis of the introductory sections of Russian grant proposals is conducted. The modern genre theory gives the basis for using a combination of methods in our research. In the lens of Genre Field Analysis, the sociopragmatic approach to the grant proposal provides an opportunity to get acquainted with the modern practices of applying for a grant, while Critical Genre Analysis may contribute to the deeper understanding of the text production mechanisms. The synthesis of theory and practice and its role could be seen in the qualitative analysis of grant proposals written by PhD students, attendees of the course “Grant Writing” at the Moscow Institute of Physics and Technology. The findings give evidence for insufficient disciplinary expertise and substitution of one genre – a grant proposal – by another one, more familiar for Russian students, – a research paper and an abstract. The obtained results testify in favor of the implementation of the course “Grant Writing” as well as other genre-based courses deeply rooted in the cross-disciplinary context and aimed at developing the researcher competence.
Материалы журнала доступны на сайте (articles and issues available at): pedagogy-journal.ru RUОт многообразия подходов к жанру в преподавании английского языка как иностранного до интегрированной кросс-культурной модели жанровой педагогики: теоретический обзор Аленькина Т. Б.Аннотация. Цель обзора -определить и синтезировать основные тенденции развития подходов к жанру в англо-американском и мировом педагогическом контексте обучения английскому языку как иностранному, а также представить относительно новую область исследований для российской педагогики и ввести в научный обиход и практику наиболее известные термины и методы. Новизна исследования обусловлена тремя аспектами. Во-первых, представленный в статье жанровый подход заключается в новой модели жанровой педагогики, которая основана на достижениях трех современных перспективных направлений гуманитарной мысли -системной функциональной лингвистики, английского языка для специальных целей, новой риторики. Во-вторых, в статье изложены основные методы представителей этих направлений -учебный цикл (системная функциональная лингвистика), макроструктура текста (английский для специальных целей), колесо риторического планирования (новая риторика). В-третьих, выдвинутая в статье гипотеза об эффективности жанрового подхода позволяет говорить о его возможном внедрении в практику преподавания английского языка для академических и специальных целей и академического письма. Результатом реферативного обзора является модель жанровой педагогики, предложенная ведущими исследователями трех школ. Эта модель выдвигает на первый план профессиональные жанры и профессиональные практики, синтезируя эксплицитный и имплицитный методы преподавания жанров в современном контексте компьютерно-опосредованной коммуникации, которая основана на студентоцентричном подходе и принципе развития автономии студента.
Introduction. The article focuses on theoretical and practical aspects of academic writer identity. The theoretical aspect comprises the analysis of the Anglo-American bulk of research devoted to the problem of writer identity in the academic written discourse. The purpose of the article is to define the structure of writer identity, its voice and stance. The practical objectives of the study is to investigate the identity of novice academic writers represented in their language choices as well as to describe the mechanism of such choices. In order to accomplish the purpose of the research, three types of writer positioning are distinguished: ideational, interpersonal, and textual. Materials and Methods. The theoretical analysis is based on the Systemic Functional Linguistics (SFL) approach and Rhetorical Genre Studies as well as recent developments of ESP. The analysis of empirical data has been conducted using the methods of discourse analysis as well as qualitative and quantitative methods of data processing. The study reveals the voice and stance represented by lexico-grammatical means of the English academic written discourse. The conducted experiment introduces the context of ESP and models the situation of the implementation of the genre approach in the Academic Writing course in the Moscow Institute of Physics and Technology, which is one of the leading technical universities in Russia. The research materials include texts of academic book reviews written in English by Russian undergraduates. Results. The study has revealed the social nature of writer identity determined by the genre hybridity of a book review. It is shown that identification and positioning are in direсt connection with the source text; thus, while choosing a textbook of a general science book, the writer identity is getting to be collective or professional. Depending on the functional style of the source text, the rhetorical markers are changing as well. Thus, while choosing a textbook, students are writing for the teacher and addresses the student audience; at the same time in case of the general science text, the student rises to the level of an expert and addresses the scientific community. The popular science text helps work out the individual voice while the author’s style is changing toward the creative one and the dialogue between the writer and the reader is taking an intimate coloring. Subjectivity markers (adjectives with the negative value, boosters) are getting to be typical for the Russian linguistic and academic culture. Conclusions. The article concludes that constructing the socially-predetermined writer identity is an essential skill for students and academics. The writer identity is fluid and changeable depending on the social context – academic discourse and genre characteristics. The genre of a book review that combines objectivity and subjectivity gives an opportunity to construct writer identity according to the choice of the source text. The writer identity is culturally-predetermined and connected with the standards of Russian linguistic culture, academic rules and traditions of teaching English as a foreign language in Russia.
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