Towards the Synergy of Genre- and Corpus-Based Approaches to Academic Writing Research and Pedagogy

Abstract

This paper outlines the research agenda of a framework that integrates corpus- and genre-based approaches to academic writing research and pedagogy. This framework posits two primary goals of academic writing pedagogy, that is, to help novice writers develop knowledge of the rhetorical functions characteristic of academic discourse and become proficient in making appropriate linguistic choices to materialize such functions. To these ends, research in this framework involves 1) compilation of corpora of academic writing annotated for rhetorical functions, 2) analysis of the organization and distribution of such functions, 3) analysis of the linguistic features associated with different functions, 4) development of computational tools to automate functional annotation, 5) use of the annotated corpora in academic writing pedagogy, and 6) exploration of the role of form-function mappings in academic writing assessment. The implications of this framework for promoting consistent attention to form-function mappings in academic writing research, pedagogy, and assessment are discussed.

Triple Method Approach to Development of a Genre-Based Approach to Teaching ESL/EFL Writing: A Systematic Literature Review by Bibliometric, Content, and Scientometric Analyses

“…Another leading scholar, Professor Xiaofei Lu, from Pennsylvania State University, USA, is an expert in corpus linguistics, second language writing, and EAP. Lu has contributed to the integration of GBAs with corpus analysis into academic writing pedagogy (Lu et al, 2020), focusing on the linguistic realizations of rhetorical and communicative functions in academic writing genres (Lu et al, 2020; Lu, Casal et al, 2021) (http://www.personal.psu.edu/xxl13/). Two other productive authors are Professor Dr. Raffaella Negretti of Chalmers University of Technology, Gothenburg, Sweden, and Professor Dr. Aiyoub Jodairi Pineh of the English Department of the University of Zanjan, Zanjan, Iran, thereby indicating the global acceptance of GBAs.…”

“…Still, more research is needed on GBA applications in English academic writing to sustain development of ESL/EFL tertiary/graduate students' skills. The few existing studies focus mainly on students in the sciences, with very little attention to students in the social sciences (Dovey, 2010;Hasyim et al, 2020;Hsu & Liu, 2019;Li & Flowerdew, 2020;Lu, 2021).Consequently, more robust research and empirical support in social science disciplines are needed in future studies. To maintain minimal bias, this study employed an SLR with a triple analysis (i.e., bibliometric, content, and scientometric).…”

“…Teachers also explain genres' social-communicative purposes, structures, and language features (Hyland, 2003). With this instructional approach, English teachers help improve ESL/EFL students' understanding of textual structures, familiarize them with genres, and enhance their awareness of the conventions of English academic writing (Lu et al, 2021;Nagao, 2018).…”

“…Unlike a traditional narrative review, a systematic literature review (SLR) is a replicable, scientific, and transparent process that can help collect all existing related publications to achieve specific research objectives (Mulrow, 1994). Thus, the current situation indicates great need for systematic, thorough review to map the GBA in L2 writing pedagogy studies and identify its trends in order to inform further practice and research (Lu, 2021). Therefore, this SLR sheds light on the GBA's development in L2 writing pedagogy studies because highquality review articles need to be published to showcase a broader picture of the GBA's development in writing pedagogy during the last 19 years (2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020)(2021).…”

Rhetorical Structures and Cyclical Patterns in Forestry Research Articles

“…From the frameworks proposed for determining the rhetorical structure of RAs, Swales ' (1990, 2004) CARS model has been broadly applied in genre analysis studies, including disciplinary (Joseph & Lim 2018), cross-disciplinary and cross-cultural research (Nwogu,1997;Hirano, 2009) and diachronic studies (Hyland & Jiang, 2018). Several studies have also been conducted on RAs rhetorical structure, ranging in focus from individual RA sections (e.g., Amnuai and Wannaruk 2013;Joseph & Lim, 2018;Lim, 2006;Peacock, 2011;Rubio, 2011), to overall RA sections (e.g., Nwogu, 1990;Kanoksilapatham, 2015;Shi & Wannaruk, 2014;Ye, 2019, Lu et al, 2021. The rhetorical structures of RAs are proven to vary according to disciplinary fields.…”