Student writing of research articles in a foreign language: metacognition and corpora

Bianchi, Francesca; Pazzaglia, Roberto

doi:10.1163/9789401204347_015

Cited by 19 publications

(13 citation statements)

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“…For example, concordancing techniques have been offered to students to identify lexico-grammatical features of field-specific discourse, e.g. in Engineering (Lax, 2002), Forestry (Friginal, 2013), and Psychology (Bianchi & Pazzaglia, 2007). Chang and Kuo (2011) involved their students in developing and analyzing word frequency lists derived from a corpus in Computer Science and also in identifying the move structures of texts.…”

Section: Literature Reviewmentioning

confidence: 99%

Studying disciplinary corpora to teach the craft of Discussion

Cotos

Link

Huffman

2016

WAP

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Producing publishable quality research articles is a difficult task for novice scholarly writers. Particularly challenging is writing the Discussion/Conclusion section, which requires taking evaluative and interpretive stances on obtained results and substantiating claims regarding the worth of the scholarly contribution of the article to scientific knowledge. Conforming to the expectations of the target disciplinary community adds another dimension to the challenge. Corpus-based genre analysis can foster postgraduate writing instruction by providing insightful descriptions of rhetorical patterns and variation in disciplinary discourse. This paper introduces a pedagogically-oriented cross-disciplinary model of moves and steps devised through top-down corpus analysis. The model was applied to pedagogical materials and tasks designed to enhance genre and corpus-based teaching of Discussion/ Conclusions with an explicit focus on rhetorical conventions. Studying disciplinary corpora to teach the craft of Discussion Elena Cotos, Stephanie Link, Sarah HuffmanAbstract Producing publishable quality research articles is a difficult task for novice scholarly writers. Particularly challenging is writing the Discussion/Conclusion section, which requires taking evaluative and interpretive stances on obtained results and substantiating claims regarding the worth of the scholarly contribution of the article to scientific knowledge. Conforming to the expectations of the target disciplinary community adds another dimension to the challenge. Corpusbased genre analysis can foster postgraduate writing instruction by providing insightful descriptions of rhetorical patterns and variation in disciplinary discourse. This paper introduces a pedagogically-oriented cross-disciplinary model of moves and steps devised through top-down corpus analysis. The model was applied to pedagogical materials and tasks designed to enhance genre and corpus-based teaching of Discussion/Conclusions with an explicit focus on rhetorical conventions.

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Section: Literature Reviewmentioning

confidence: 99%

Studying disciplinary corpora to teach the craft of Discussion

Cotos

Link

Huffman

2016

WAP

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“…In view of this, they caution that one has to go beyond the immediate textual concordance lines and look at discursive and institutional concerns and constraints to fully interpret and by extension become a skilled writer of these highly specialised genres. Hafner and Candlin (2007), in their report on the use of legal corpora by university students, also note a tension between professional discourse A genre-based approach is also in evidence in the cycle of activities Bianchi and Pazzaglia (2007) adopted for helping Italian students to write psychology research articles in English. First, students were asked to subdivide their choice of a written article into moves and annotate it themselves using a functional and meta-communicative coding system devised by the authors.…”

Section: Concept 73 a Local Grammar For The Genre Of Legal Essaysmentioning

confidence: 99%

Corpora and Language Education

Flowerdew

2012

130

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“…EAP practitioners, perhaps especially those working with EAL students, have extensively addressed the issue of how to help novices to avoid text-based plagiarism in disciplinary writing (e.g., Abasi and Akbari 2008; Barks and Watts 2001; Krishnan and Kathpalia 2002; Tardy 2009), more recently with particular recourse to specialized corpora of disciplinary texts which have facilitated educating EAL novices on learning to use recurrent language (e.g., Bianchi and Pazzaglia 2007; Lee and Swales 2006; Simpson-Vlach and Ellis 2010). In addition to incorporating the immensely valuable corpus-based strategies, a wide range of resources can also be integrated into the EAP instruction.…”

Section: Addressing Text-based Plagiarism Through Educationmentioning

confidence: 99%

Text-Based Plagiarism in Scientific Publishing: Issues, Developments and Education

2012

Sci Eng Ethics

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Text-based plagiarism, or copying language from sources, has recently become an issue of growing concern in scientific publishing. Use of CrossCheck (a computational text-matching tool) by journals has sometimes exposed an unexpected amount of textual similarity between submissions and databases of scholarly literature. In this paper I provide an overview of the relevant literature, to examine how journal gatekeepers perceive textual appropriation, and how automated plagiarism-screening tools have been developed to detect text matching, with the technique now available for self-check of manuscripts before submission; I also discuss issues around English as an additional language (EAL) authors and in particular EAL novices being the typical offenders of textual borrowing. The final section of the paper proposes a few educational directions to take in tackling text-based plagiarism, highlighting the roles of the publishing industry, senior authors and English for academic purposes professionals.

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Student writing of research articles in a foreign language: metacognition and corpora

Cited by 19 publications

References 0 publications

Studying disciplinary corpora to teach the craft of Discussion

Studying disciplinary corpora to teach the craft of Discussion

Corpora and Language Education

Text-Based Plagiarism in Scientific Publishing: Issues, Developments and Education

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