Academic Writing for Graduate Students, 3rd Edition

Swales, John M.; Feak, Christine B.

doi:10.3998/mpub.2173936

Cited by 362 publications

(166 citation statements)

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“…(Erkenntnis, 79) I think he would have been quite pleased with the idea that at some point I would be doing this now. (The Sociological Review,61) Hyland (2012) suggested that this tendency reflects the contents of textbooks by Day (2006) and Swales & Feak (2004) that scientists are encouraged to make their own voice clear by the use of personal attribution in science papers.…”

Section: Subjectivity and Objectivitymentioning

confidence: 99%

A Corpus-Based Analysis of Hedges and Boosters in English Academic Articles

Takimoto

2015

Indonesian J. Appl. Linguist

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The present study examined research articles from eight academic disciplines to measure the frequencies and functions of hedges and boosters. The quantitative results showed that hedges exceeded boosters, with philosophy articles showing a significant use of hedges and boosters. The natural science papers were underrepresented in the number of hedges and boosters. Moreover, the results indicated that the choices the writers make seem to be constrained by the discourse norms and rhetorical styles of each discipline and reflect the nature of different disciplinary characteristics. The humanities and social sciences are basically more interpretative and less abstract, a style that requires more hedges and boosters and opts for subjectivity, whereas natural sciences are typically more fact-oriented and more impersonal, which is accompanied by fewer hedges and boosters and opts for objectivity. This was confirmed by a further analysis that showed that the relative incidence of hedges of the possibility/probability category in adjectives and adverbs was the highest in humanities and the lowest in natural sciences. Moreover, the relative incidence of hedges of the tentative cognition category in nouns and verbs was the highest in humanities and social sciences and the lowest in natural sciences.

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Section: Subjectivity and Objectivitymentioning

confidence: 99%

A Corpus-Based Analysis of Hedges and Boosters in English Academic Articles

Takimoto

2015

Indonesian J. Appl. Linguist

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“…Students are often referred to as a group of scholars and intellectuals who hold a heavy burden on the shoulders of determining the fate of the nation's future (Ishaq, 2006). Students with higher capacity are expected to understand the concept, can be mapped the problem and choosing the best solution for these problems (Dweck, 2007;Swales & Feak, 2004). However, various problems may arise during the implementation of a student in academic activities, the number of activities to be undertaken and implemented, many demands which must be met, which not good time management, and project work are piling up (Collier & Morgan, 2008;Graunke & Woosley, 2005).…”

Section: Introductionmentioning

confidence: 99%

The application of impact counseling in therapy started with individual counseling expressive to cope with the personal problems by college students

Syahniar

2017

COUNS-EDU

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Various approaches and theory can be applied to help students to cope with personal problems; one approach that can be applied is the impact counseling. Impact Therapy is a teaching process that carried out by the counselor, where a counselor wrote and visualized to clients about what the client wants, the client will do, how clients assess their behavior and how clients to plan what to do next. This is illustrated by Ed Jacobs As WDEP (Want, Doing, Evaluate, and Plan). Before using the impact counseling for students who are not able to communicate the problems that they experienced first counselor implemented expressive therapy. Expressive therapy known as a therapy in counseling and psychotherapy in which the client can communicate and express its feelings and their thoughts through activities related to art, music, dance, drama, poetry, as well as games. Expressive therapy is also called the "Creative Arts Therapy". Especially art, music, drama and poetry.

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“…The basic moves (Bhatia 1993), the variations to the IMRD (Introduction, Methodology, Results, Discussion) model (Dos Santos 1996, Hyland 2000, the different types of abstracts (Swales/Feak 1994, Lorés-Sanz 2004, the use of metadiscourse (Hyland 2005) are some of our working notions. Section 3 turns to data analysis from two perspectives: on the one hand, we compare the generic structure of English and French criminology abstracts; on the other hand, we consider the use of frame markers in representing the structure of the abstracted article and the mentions to author's identity.…”

Section: Introductionmentioning

confidence: 99%

Genre Variation and Changes in Frame Sequences Across Cultures: The Case of Criminology RA Abstracts in English and French

Cavalieri

Preite

2017

Studies in Logic, Grammar and Rhetoric

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Abstract.Though not as widely studied as the Research Article (RA), the abstract has attracted increasing interest among researchers over last decades (Swales 1990, Bhatia 1993, Dos Santos 1996, Lorés-Sanz 2008, Bondi/Cavalieri 2012, Cavalieri 2014. A number of contrastive or comparative studies of abstracts in English and other languages (Martín-Martín 2005, Lorés Sanz 2006, Van Bonn & Swales 2007, Diani 2014 have already been carried out considering mainly the hard sciences and some soft sciences such as linguistics and history, however no cross-cultural analyses have been conducted so far between RA abstracts in English and RA abstracts in French published in the legal field.This paper seeks to investigate genre variation and changes in frame sequences comparatively in English and French RA abstracts from criminology journals.Using a genre analytical approach to qualitative and quantitative data, the paper reports on two comparable corpora, i.e. English and French, of electronically retrieved abstracts from Criminology Journals published in 2014. The two corpora are composed of three journals per language, namely Criminology, Journal of Criminal Justice, Journal of Criminal Law and Criminology for the English corpus, and Champ Pénal, Criminologie, Revue Canadienne de Droit Pénal et Criminologie for the French corpus. The analysis will be carried out following two main steps, i.e. a macro-analysis and a micro-analysis. In the former step, the corpora are compared by the analysis and discussion of the basic IMRD rhetorical move structure for the RA often proposed in the literature (e.g. Nwogu 1990;Swales 1990;Bhatia 1993; Ventola 1994;Martín-Martín 2002) and the additional five moves model postulated by Dos Santos (1996) with the aim of investigating the linguistic and rhetorical variation in the abstract genre from a cross-cultural perspective. In the latter, we look at frame sequences (Bondi/Cavalieri 2012) combining forms of self-mentions and frame markers (Hyland 2005), i.e. personal patterns (e.g. we argue / nous questionnons), impersonal patterns (e.g. it is argued / il est question) and locational patterns (Dahl 2004). Provisional results show that the abstracts under investigation largely follow the international conventions based on the norms established by the English-speaking international academic community. However, variation across the two cultures emerged from the linguistic realizations of framework sequences. Cross-cultural implications are discussed at the close.

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Academic Writing for Graduate Students, 3rd Edition

Cited by 362 publications

References 0 publications

A Corpus-Based Analysis of Hedges and Boosters in English Academic Articles

A Corpus-Based Analysis of Hedges and Boosters in English Academic Articles

The application of impact counseling in therapy started with individual counseling expressive to cope with the personal problems by college students

Genre Variation and Changes in Frame Sequences Across Cultures: The Case of Criminology RA Abstracts in English and French

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