Chemistry journal articles: An interdisciplinary approach to move analysis with pedagogical aims

Stoller, Fredricka L.; Robinson, Marin S.

doi:10.1016/j.esp.2012.09.001

Cited by 147 publications

(63 citation statements)

References 22 publications

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“…These schemes are composed of a number of moves and submoves (or steps). To illustrate, Stoller and Robinson [8] identified three major moves in methodology sections of research articles in the field of chemistry; namely, Move 1: Describe materials; Move 2: Describe experimental methods; and Move 3: Describe numerical methods. In addition to these major moves, they included two submoves for Move 2, namely procedures and instrumentation.…”

Section: Introductionmentioning

confidence: 99%

Structure of Moves in Research Article Abstracts in Applied Linguistics

2016

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An abstract summarizes the accompanying article in order to promote it. While many move-analysis studies of abstracts in applied linguistics (AL) have used similar coding frameworks and demonstrated similar rhetorical organizations, their findings have not yet been aggregated to show the overall picture. The present study aimed to both examine move structures in AL abstracts and compare the results with previous studies both synchronically and diachronically. Fifty abstracts were collected from articles published in the journal English for Specific Purposes (ESP) between 2011 and 2013. Sentences were coded using a five-move scheme adapted from previous studies. Combining the results from previous research and the present study showed that most AL abstracts give information on the purpose, methodology, and findings of the associated article, while about half of the articles omit introduction of the topic and discussion of the findings. It was also found that authors frequently violate the move sequence expected by current schemes. These findings consistent with previous research suggest that future researchers informed by move analyses should explore the connection between the findings of move analyses and teaching materials for academic writing.

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Section: Introductionmentioning

confidence: 99%

Structure of Moves in Research Article Abstracts in Applied Linguistics

2016

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“…The study aligns with previous work on the teaching and learning of data commentaries (Poe, Lerner, and Craig 2010), and adds additional perspectives on data commentaries by looking primarily at student's and supervisor's perceptions of what happens or is supposed to happen in a data commentary rather than the textual aspects of the commentary (Sancho Guinda 2012;Stoller and Robinson 2013). The perceptions are important for understanding the teaching and learning context and for developing informed advice about important foci for the supervision of data commentary writing.…”

Section: Discussionmentioning

confidence: 53%

“…The Write like a chemist project is of particular interest for the present study because it involves analyses of results sections in journal articles in chemistry (Stoller and Robinson 2013). However, the moves and sub-moves structure was primarily developed to give students a good overview and starting point and did therefore not account for all variation between subfields of chemistry (Stoller and Robinson 2013, 48-50).…”

Section: Teaching and Learning Of Genre Writing In Science And Enginementioning

confidence: 99%

“…Often, such courses are run by writing experts, but there are also examples of how genre analyses are used in projects involving collaboration between writing experts and disciplinary specialists. One of the best examples of such an approach is the Write like a chemist project by Stoller, Robinson and colleagues (Robinson and Stoller 2007;Stoller et al 2005Stoller et al , 2006Stoller and Robinson 2013). The key task of this project was to develop moves structures for a number of academic genres in chemistry (journal articles, abstracts, proposals and posters) (Stoller and Robinson 2013, 46) and use this structure to develop pedagogical materials .…”

Section: Teaching and Learning Of Genre Writing In Science And Enginementioning

confidence: 99%

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Unpacking challenges of data commentary writing in master’s thesis projects: an insider perspective from chemical engineering

Eriksson

Nordrum

2018

Research in Science & Technological Education

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b english studies, centre for languages and literature, lund university, lund, sweden ABSTRACT Background: Data commentary, in-text comments on the visual presentation of data, is acknowledged as a central aspect of academic writing in many engineering disciplines. At the same time, it is a feature that has been shown to be challenging for students. One of the genres in which data commentary plays a significant role in many engineering disciplines is the master's thesis. Comparatively little research has been done on the process of master thesis supervision, and combining the study of data commentary and master's thesis supervision is therefore particularly interesting. Purpose: This study explores the challenges of data commentary writing through interviews with master's students and thesis supervisors of chemical engineering. Sample and method: Master's students at a Swedish university were invited to participate in a workshop about the writing of data commentary. Nine master's students and five supervisors were interviewed about what is difficult and important about writing data commentaries in their discipline as well as about decisions made in data commentaries written by the students. The interviews were divided into a semi-structured and a discourse-based part. Results: Our results indicate that data commentary comes with a variety of challenges. Among the most difficult and important aspects are selection of content and clarity. The study also indicates a close connection between data commentary and disciplinary learning in chemical engineering, suggesting that highlighting data commentary in the teaching of master's thesis writing will be time well spent. Conclusions: In order to make the teaching and learning of data commentary effective in the context investigated, we propose that important measures are: the development of a shared metalanguage among students and supervisors, a genre approach, and collaboration between engineering and communication faculty.

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“…Their method of explicit identification of the rhetorical moves used in chemistry articles has since been developed into a textbook and companion website (Stoller and Robinson, 2012).…”

Section: Resultsmentioning

confidence: 99%

Teaching Writing in the Disciplines: Student Perspectives on Learning Genre

Goldschmidt¹

2014

Teaching & Learning Inquiry

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Writing in the Disciplines curricula can both challenge and reinforce assumptions that writing is a general skill that students will already have learned prior to doing the specialized writing in their chosen field of study. rhetorical genre studies, however, tends to emphasize the situated nature of writing expertise, and thus supports the exploration of more sustained and varied forms of writing instruction in higher education. This article reports on a qualitative study that gave priority to a rich source of pedagogical insight: student writers themselves. In-depth interviews and surveys were used to examine the pedagogical practices and curricular experiences identified by students as being most helpful in developing undergraduate expertise in their discipline's research genre. These student-centered descriptions of successful genre learning point the way toward curricular and instructional models that emphasize the intellectual, affective, and relational nature of writing.Key WOrDS genre, writing in the disciplines, academic literacy, psychology, computer science InTrODuC TIOnAlthough it is a commonplace in writing research that written communication is a social competency as much as it is a cognitive skill, many faculty members continue to ask why their students haven't "learned to write" prior to entering their classes. They see neither their courses nor disciplines as places where students might do that learning. As the blame is passed down the line, underlying assumptions about language and writing remain unnoticed and uninterrogated: that academic writing is always situated, and that it is not merely a tool but a complex social action central to how a disciplinary community produces knowledge (Kaufer and Young, 1993;Russell, 2002;Bazerman et al, 2005;Carter, 2007;Elton, 2010). To the extent that these concepts don't inform the curricular and pedagogical decisions in higher education, our students don't experience "writing" as a form of engaged participation. Yet, as scholarship in rhetorical genre studies has made clear (

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Chemistry journal articles: An interdisciplinary approach to move analysis with pedagogical aims

Cited by 147 publications

References 22 publications

Structure of Moves in Research Article Abstracts in Applied Linguistics

Structure of Moves in Research Article Abstracts in Applied Linguistics

Unpacking challenges of data commentary writing in master’s thesis projects: an insider perspective from chemical engineering

Teaching Writing in the Disciplines: Student Perspectives on Learning Genre

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