Aspects of Article Introductions, Michigan Classics Ed.

The Language of Seafaring: Standardized Conventions and Discursive Features in Speech Communications

“…With this aim I have paid particular attention to the main features of standardized speech communications by first classifying radiotelephony calls into two main types of messages and then explaining the informative function of message markers for ensuring effective communication. Following this, I have resorted to Swales's (1981) moves and steps to outline the communicative stages governing spoken standard Maritime English. The resulting model provides the move and step structure governing special-purpose and routine communicative exchanges between ships and between ships and shore-based facilities.…”

“…Following Swales's (1981) terminology for the description of the rhetorical structure of research article introductions, I will argue that VHF messages may be structured into three main moves and subsequent steps. These are shown in Tables 2 and 3, and discussed in the following paragraphs for special-purpose (Table 2) and routine (Table 3) calls.…”

Recurrent Formulas and Moves in Writing Research Article Conclusions among Native and Nonnative Writers

“…Each part of the RA includes a set of elements, referred to as move, which helps to reflect the communicative purposes of the RA (Kanoksilapatham 2003). For example, in his seminal work, Swales (1981) found that writers used the words interest or important to express centrality in Move 1 of RA introduction and expressions like the purpose of this study is, or the aim of this research were found to initiate Move 3 of introduction. It is generally realised that the link between the move and the type of expression it holds can provide insights into better interpretation of the communicative purpose conveyed by the move.…”

“…In the case of the research article (RA), as a well-studied genre, a few attempts have been made to identify a list of key words and expressions related to its different sections (Brett 1994, Kanoksilapatham 2003, Swales 1981, Yang & Allison 2003. Each part of the RA includes a set of elements, referred to as move, which helps to reflect the communicative purposes of the RA (Kanoksilapatham 2003).…”

Faculty and student representations of academic writing at Spanish universities / Las representaciones de profesores y estudiantes sobre la escritura académica en las universidades españolas

“…Este objetivo complejo y ambicioso ha generado dos grandes líneas de investigación: a) la que se ocupa de estudiar los textos y los discursos de una determinada disciplina, y b) la que se interroga, como en nuestro caso, por las prácticas y los textos que se escriben en las aulas universitarias (Russell, 1991;Russell, 1997;Bazerman, 1992). Los resultados de la primera línea de investigación han permitido caracterizar las particularidades y funciones del discurso en múltiples disciplinas (Hyland, 1999;2005) y géneros científicos (Hyland 2008;Swales, 1981;2004) o académicos (Gardner y Nesi, 2013;Myers, 1991) que, además, han dado lugar a múltiples propuestas formativas (Bazerman, Bonini, and Figueiredo, 2009). También en esta primera línea se han explorado las concepciones de los estudiantes sobre los procesos de composición, ya sea desde perspectivas fenomenográficas (Lavelle & Zuercher, 2001) o desde las teorías implícitas (White & Bruning, 2005).…”