Configuring image and context: Writing ‘about’ pictures

Swales, John M.

doi:10.1016/j.esp.2015.08.003

Cited by 13 publications

(10 citation statements)

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“…Although the twofold aim of description and discussion might seem to lend itself to some kind of general-specific macrostructure (in this case, realised in terms of first context, then description), or perhaps a specific-general structure (starting from the image and moving to a commentary encompassing aspects of its background), this does not seem to be usual among art writers. As Swales (2016) shows, what seems to be typical is a kind of "dialectical tacking" (Geertz 1980: 103) between the image, on the one hand, and the background, on the other. Regarding move structure, Swales's own analysis of the SIA identifies this zigzagging between image and background as perhaps the characteristic hallmark of art writing for a general public.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…In this paper, I will use the general principles of genre analysis (Bhatia 2004, Swales 1990, and the previous work by Swales (2016) to build a description of the SIAs intended for primary school teachers. From the general principles of genre analysis (Swales 1990, Bhatia 2004, it would be expected that these texts will bear some kind of family resemblance to the SIAs analysed in Swales (2016), but that their slightly different communicative purpose will condition their content and structure in different ways. My analysis is complemented with an overview of the different types of activity proposed with a view to enhancing children's experience of art.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Escuchando con los ojos: enfoques multimodales para la apreciación del arte en educación primaria

Breeze¹

2018

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Fine arts offer opportunities for multimodal approaches in education. Museums and galleries are now aware of their social role, and provide outreach activities designed to bring an understanding of art to a wider public. Their websites offer educational material for school children, showing how artistic knowledge and sensitivity can be cultivated with young age groups. However, little attention has been paid to such didactic material by discourse analysts interested in multimodality. This paper builds on Swales's (2016) article on the genre of the single image account (SIA), which centres on texts about famous paintings written by experts for a general readership. Here, I focus on SIAs for didactic purposes, examining pedagogical resources on the National Gallery's website. Accessible SIAs are combined with suggestions to enhance primary school pupils' learning through creative activities across a variety of modes. Guidelines are provided for writing SIAs for educational purposes in other contexts.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Escuchando con los ojos: enfoques multimodales para la apreciación del arte en educación primaria

Breeze¹

2018

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“…In a recent article published in English for Specific Purposes, I used several instances of the first person in the body of the article (Swales, 2015). After the article had been accepted -after the usual two tough rounds of reviews -I decided to challenge the orthodoxy by submitting this biostatement: I officially retired from the University of Michigan in 2007 as Professor Emeritus of Linguistics; although I continue to be research-active, as hopefully this article demonstrates.…”

Section: The Biodata Puzzlementioning

confidence: 99%

2. Introducing research rigour in the social sciences: Transcultural strategies for teaching ERPP writing, research design, and resistance to epistemic erasure

Cadman¹

2017

Publishing Research in English as an Additional Language: Practices, Pathways and Potentials

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This work is licenced under the Creative Commons Attribution-NonCommercialNoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0 or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. This licence allows for the copying, distribution, display and performance of this work for non-commercial purposes providing the work is clearly attributed to the copyright holders. Address all inquiries to the Director at the above address. List of contributorsLaurence Anthony is professor of applied linguistics at the Faculty of Science and Engineering, Waseda University, Japan. He has a BSc degree (Mathematical Physics) from the University of Manchester, UK, and MA (TESL/TEFL) and PhD (Applied Linguistics) degrees from the University of Birmingham, UK. He is a former director and the current co-ordinator of graduate school English in the Center for English Language Education in Science and Engineering [CELESE]. His main research interests are in corpus linguistics, educational technology and English for Specific Purposes [ESP] program design and teaching methodologies. He serves on the editorial boards of various international journals and is a frequent member of the scientific committees of international conferences. He received the National Prize of the Japan Association for English Corpus Studies [JAECS] in 2012 for his work in corpus software tools design. He is the developer of various corpus tools including AntConc, AntWordProfiler, FireAnt, and ProtAnt.Karen Bennett lectures in translation and academic writing at the Nova University in Lisbon. She has an MA and PhD in Translation Studies from the University of Lisbon, and researches the translation and transmission of knowledge (amongst other things) with the Centre for English, Translation and Anglo-Portuguese Studies [CETAPS] and University of Lisbon Centre for English Studies [ULICES/CEAUL]. She has published three books and numerous articles and book chapters, and is also currently co-editing a special issue of The Translator with Rita Queiroz de Barros on the subject of international English and translation.Ana Bocanegra-Valle is a senior lecturer at the University of Cadiz, Spain, where she teaches Maritime English to undergraduates and master's students. She has conducted research on needs analysis, Maritime English discourse, academic English and English for research publication purposes. She was editor of the LSP journal Ibérica between 2006 and 2014 and is at present book review editor for the journal ESP Today.Sally Burgess is a lecturer in English at the University of La Laguna, Spain. Her main research interests are in cross-cultural rhetoric, the contribution of language professionals to the preparation of research publications, the teaching of writing in the university context and, most recently, the effects of research evaluation policies on Spanish scholars' publishing practices. She has published on all of ...

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“…As Swales, who is professor teaching ESP in England and America for many years said, although majority of "ESP courses are designed to help their customers to survive and succeed in an academic environment,…… at a training level, practice courses will no doubt benefit students in both their academic fields and their future work." [2]. Back in the 1996, Liu Ruiqing also said ESP would be the main trend in college English in 21 Century [3].…”

Section: The Necessity Of the Practice Courses In In Esp Learning 21mentioning

confidence: 99%

Research on the Practice Courses Based on the Simulation Laboratory in ESP Learning

Jiang¹

2015

Proceedings of the 2015 International Conference on Social Science, Education Management and Sports Education

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Configuring image and context: Writing ‘about’ pictures

Cited by 13 publications

References 13 publications

Escuchando con los ojos: enfoques multimodales para la apreciación del arte en educación primaria

Escuchando con los ojos: enfoques multimodales para la apreciación del arte en educación primaria

2. Introducing research rigour in the social sciences: Transcultural strategies for teaching ERPP writing, research design, and resistance to epistemic erasure

Research on the Practice Courses Based on the Simulation Laboratory in ESP Learning

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