The impact of marketization on the communication of Chinese academicians: a genre analytical perspective

Chapter 3. Textography

“…Swales' textography was the prototype for this approach and investigated academic writing practices within the context of three separate departments within a university building by analysing a diverse range of texts within this context. (Januin & Stephen, 2015;Paltridge, 2006;Wahyudi, 2014;Zhu, Ren, & Han, 2016), as well as book chapters, reviews, and encyclopedia entries written by participants within the context. In addition to being frequent text types in academic writing research, these texts are often also widely/publicly available, so can be used as referential material for comparison against researchers' interpretations and enhance the trustworthiness and credibility of research (Guba, 1981).…”

“…All textographic research featured in this chapter, including Swales' (2018) original textography, has investigated an educational context, the majority being higher education contexts. These site-based explorations of texts and practices have taken place in a variety of locations in Asia including China, Indonesia, Malaysia and the Philippines (Alafnan, 2016;Januin & Stephen, 2015;Lontoc, 2014;Wahyudi, 2014;Zhu, Ren, & Han, 2016), also Australia and New Zealand (Paltridge, 2004;Ravelli, Paltridge, Starfield, & Tuckwell, 2013;, as well as Central and South America (Pérez-Penup, 2019;Souza, 2012), the United Kingdom (Sizer, 2019b) and the United States of America (Seloni, 2014;Swales, 2018). For Swales' textography (2018), the context was a university building in Michigan that housed three distinctive departments, on three different floors: Computing Resource Site, Herbarium, and English Language Institute.…”

“…Paltridge's (2006) textography investigated College English in China collected texts from the government and textbooks as well as teachers and examiners. Zhu, Ren, and Han (2016) took a similar approach when investigating textbooks in Chinese higher education with participants from multiple sites and institutions. Alternatively, a more micro-level approach can focus in on an individual site, such as a group of students or one classroom (Januin & Stephen, 2015;Lontoc, 2014;Souza, 2012) or focus on situated academic writing of one participant (Pérez-Penup, 2019;Seloni, 2014).…”

“…written for students such as textbooks. Similar texts for student audiences which also feature in textographic research include documentation and guidance (including physical signs within the building), correspondence and feedback (Januin & Stephen, 2015;Lontoc, 2014;Paltridge, 2006;Seloni, 2014;Sizer, 2019b;Souza, 2012;Wahyudi, 2014;Zhu, Ren, & Han, 2016). Other textographic research has also included a range of texts and practices from students (Januin & Stephen, 2015;Lontoc, 2014;Paltridge, 2006;Ravelli, Paltridge, Starfield, & Tuckwell, 2013;Seloni, 2014;Souza, 2012;.…”

Textography as a needs analysis and research tool for English for Academic Purposes and learning development practitioners

“…Other textographies have focussed on texts produced by the context and community in the form of textbooks. Both textbook textographies used genre analysis of multimodal textbooks alongside ethnographic interviews with teachers and suggested ways in which textbooks could be improved for students and teachers at Indonesian and Chinese universities (Wahyudi, 2014;Zhu et al, 2016). Practitioner textographic research can be a helpful reflection tool in order to investigate own practices and texts within own context and discipline.…”