Key Concepts in Rhetorical Genre Studies: An Overview

Artemeva, Natasha

doi:10.31468/cjsdwr.524

Cited by 25 publications

(34 citation statements)

References 35 publications

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“…The first section will focus on the problems that post-secondary students face when attempting to learn academic writing. The second section will look at Rhetorical Genre Studies (RGS) as a theory supporting post-secondary writing (Artemeva, 2004;Bawarshi & Reiff, 2010) and this includes English for Specific Purposes (ESP). Finally, I will conclude with a curriculum design for teaching writing based on the research.…”

Section: Implications and Conclusionmentioning

confidence: 99%

Untitled

2019

eqr

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This paper explores the perceptions of a sample of teachers as far as the teaching of experiential, participatory educational techniques to foreign pupils is concerned. The sample of the survey consisted of 50 teachers of primary schools throughout Greece while the data were collected through a questionnaire. Based on the findings gathered, conclusions are drawn on the cognitive and empirical background of the sample, on the use of techniques, as well as its perceptions on their effectiveness, the difficulties of their application and their training in them. In particular, the survey results show that almost all teachers had formed a good cognitive background about these techniques, but there is a need for further training and modernization of their knowledge on teaching. Finally, further discussion on the issues can be accomplished under study.In the present study, fifty (50) teachers working in the Primary Schools participated. Most participants were women aged between 25 and 35, having a service of more than 10 years and a postgraduate diploma. Data collectionIn the present study, a structured questionnaire of 34 questions was used. This questionnaire consists of thirtyfour questions, including questions about events (Vamboukas, 1998). Ten of them correspond to demographic data (sex, age, marital status, years of teaching experience, workplace, type of public school, postgraduate or other studies) and the rest refer to four factors: the cognitive and empirical background of respondents about specific experiential, participatory educational techniques, the effectiveness of teaching these techniques, the causes of the difficulties in their application and the teachers' training in specific techniques. Given that this is a sample survey based on a standard questionnaire characterized by stability and coherence, it has given the prospect of reaching a part of the population in order to test the theoretical data. Consequently, the results derived from a sufficient number of teachers, and for this reason, the cases have been theoretically formulated and subjected to rigorous and valid control.In order to formulate the content of the questions, the contribution of relevant references on experiential, participatory educational techniques, and experiential learning was important. In addition, the prevailing conditions in the Hosting Classes were taken into account in accordance with the official educational policy texts, which in the current period support refugees in many regions. Finally, the official educational material available to teachers is a factor that has been taken into account when formulating the content of the questions. Limitations of the researchThis research is limited by specific elements based on the research purpose, formulation, and control of research questions, as well as the sample of participants/teachers. These methodological constraints and delimitations are identified in the following key points:• The cognitive background and the perceptions of the participating teachers on specific experie...

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Section: Implications and Conclusionmentioning

confidence: 99%

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2019

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“…Recent RGS research (e.g., Coe, Lingard, & Teslenko, 2002;Dias et al, 1999;Dias & Pare, 2000;Freedman, 2003aFreedman, , 2003bFreedman & Medway, 1994a, 1994b has reconceptualized interactions between texts and their social contexts: texts are no longer viewed as the sole form and substance of different genres -they are analyzed as rhetorical actions, both embedded in and forming various social situations (Artemeva, 2004;Bawarshi, 2000;Miller 1984Miller /1994Schryer, 2000Schryer, , 2002. RGS permits us to examine social motives and needs that underlie the creation of any text and to determine whether writers and readers are able to establish relationships through the texts (i.e.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Swales (1990) presents a fully developed notion of discourse community as a construct, which provides insight into the "socio-rhetorical" activities of groups. These groups communicate their norms and values and conduct their affairs through the appropriation and use of particular forms of discourse (Artemeva, 2004). Swales' notion of discourse community helps us realize why linguistics and rhetorical patterns used in the F.M.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Between "worlds apart": Situating student work between the academic classroom and workplace

Wilson¹,

John²

2005

DW/R

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“…In addition to written genres, RGS has been used to investigate genres that are enacted to respond to (and construct) recurring social situations. In an overview of key concepts in RGS, Artemeva (2004) highlights the notion of nontextual utterance proposed by Voloshinov (1930Voloshinov ( /2000. In his analysis of the "non-verbal" (implied) part of the utterance, Voloshinov (1930Voloshinov ( /1983 noted that "every utterance is composed in effect of two elements: a verbal and a non-verbal part" (p. 124, emphasis in original; as cited in Artemeva, 2004, p. 21), and provides examples of scenarios in which individuals use verbal and nonverbal utterances in typified (cf.…”

Section: Rhetorical Genre Studies (Rgs)mentioning

confidence: 99%

Facilitating Student Engagement in Undergraduate Mathematics Lectures: A Multimodal Investigation

Fogarty-Bourget¹

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University students' success in core mathematics courses has been linked to their overall academic achievement in many undergraduate programs. This finding has prompted an ongoing inquiry into the way mathematics is taught, focusing, specifically, on the university mathematics lecture-the most common instructional activity-and on the extent to which it is conducive to student engagement, regarded as key to successful learning. This dissertation reports on a multimodal study of student engagement in undergraduate mathematics lectures with the purpose to develop a context-specific understanding of student engagement, and identify and describe aspects of university mathematics teaching that impact student engagement. A theoretical and analytical framework combining concepts from discourse studies, Vygotskian sociocultural theory, situated learning, multimodality, speech theory, and gesture studies is used to investigate university mathematics teaching as a complex discursive practice. The study responds to First and foremost, I would like to thank my supervisor, Professor Natasha Artemeva, whose guidance and support have seen me through so many years of study and growth. Natasha, you have taught me so much. Thank you, for everything. To my wonderful parents, Virginia Bourget and Patrick Fogarty, thank you for always being there, for all your love and encouragement. To my partner in adventure and happiness, Hasi Eldib, your love, warmth, kindness, support, and caring are a gift. Thank you for always making summer feel close at hand. I love you. Thank you as well to all those who helped me along the way: To Professor Janna Fox and the members of my doctoral committee, Professor Sigrid Norris, Dr. Silva Ladewig, and Professor Iosif Polterovich, as well to my examiners Professor Christine Räisänen and Dr. Janet Mantler, thank you all for your time and invaluable feedback. And to my research participants, without whom this dissertation would not exist, thank you for your time and sharing. Joan Grant, Connie Wall, Tracey Wright, and Mike Barker, thank you for all that you do, every day, for the students and members of our department. Thank you for all your help. Special thanks to Claire and all the other wonderful, brilliant women with whom I have had the pleasure of sharing so many hours of hard work and writing: Christen, Codie, Janna, Lauren, Lisa, Nina, and many more. Thank you for laughing, listening, cheersing, collaborating, brainstorming, blue skying, and of course, for the countless units. I am so fortunate.

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Key Concepts in Rhetorical Genre Studies: An Overview

Cited by 25 publications

References 35 publications

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Between "worlds apart": Situating student work between the academic classroom and workplace

Facilitating Student Engagement in Undergraduate Mathematics Lectures: A Multimodal Investigation

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