Using corpus-based research and online academic corpora to inform writing of the discussion section of a thesis

Flowerdew, Lynne

doi:10.1016/j.jeap.2015.06.001

Cited by 58 publications

(29 citation statements)

References 39 publications

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“…They are either fragmentary, because only the moves are outlined; inconsistent, because they are specific to single or few disciplines; or incomplete, because they are limited to brief definitions and examples. It is worth noting that none of the move analysis studies reviewed above were translated to instructional materials, and few corpus-based pedagogical implementations reported in the literature carry a specific focus on teaching the craft of discussion (e.g., Flowerdew, L., 2015). It is thus not surprising that instructional materials specific to genre-based teaching of D/C writing are lacking.…”

Section: Discussion/conclusion Move Modelsmentioning

confidence: 99%

“…CARS has been translated to a pedagogic approach centering on discourse community, genre, and learning tasks that draw students' attention to both rhetorical actions and the means of accomplishing them structurally and linguistically (Swales, 1990). Currently, this genre-based approach is broadly adopted in advanced academic writing courses, heralding the role of authentic corpora in developing genre knowledge in university students and increasing their awareness of rhetorical structure and metadiscourse (Cheng, 2008;L. Flowerdew, 2015;Hyland, 2006;Paltridge & Starfield, 2007;.…”

Section: Introductionmentioning

confidence: 99%

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Studying disciplinary corpora to teach the craft of Discussion

2016

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Producing publishable quality research articles is a difficult task for novice scholarly writers. Particularly challenging is writing the Discussion/Conclusion section, which requires taking evaluative and interpretive stances on obtained results and substantiating claims regarding the worth of the scholarly contribution of the article to scientific knowledge. Conforming to the expectations of the target disciplinary community adds another dimension to the challenge. Corpus-based genre analysis can foster postgraduate writing instruction by providing insightful descriptions of rhetorical patterns and variation in disciplinary discourse. This paper introduces a pedagogically-oriented cross-disciplinary model of moves and steps devised through top-down corpus analysis. The model was applied to pedagogical materials and tasks designed to enhance genre and corpus-based teaching of Discussion/ Conclusions with an explicit focus on rhetorical conventions. Studying disciplinary corpora to teach the craft of Discussion Elena Cotos, Stephanie Link, Sarah HuffmanAbstract Producing publishable quality research articles is a difficult task for novice scholarly writers. Particularly challenging is writing the Discussion/Conclusion section, which requires taking evaluative and interpretive stances on obtained results and substantiating claims regarding the worth of the scholarly contribution of the article to scientific knowledge. Conforming to the expectations of the target disciplinary community adds another dimension to the challenge. Corpusbased genre analysis can foster postgraduate writing instruction by providing insightful descriptions of rhetorical patterns and variation in disciplinary discourse. This paper introduces a pedagogically-oriented cross-disciplinary model of moves and steps devised through top-down corpus analysis. The model was applied to pedagogical materials and tasks designed to enhance genre and corpus-based teaching of Discussion/Conclusions with an explicit focus on rhetorical conventions.

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Section: Discussion/conclusion Move Modelsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Studying disciplinary corpora to teach the craft of Discussion

2016

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“…Over the years, this research gap, whereby wider discourse levels have been overlooked, has narrowed substantially (Boulton, Carter-Thomas, & Rowley-Jolivet, 2012), and in genre-based writing instruction, it is now considered to be the combination of a top-down approach to genre analysis and a bottomup approach to corpus analysis that further helps raise learner awareness of rhetorical functions and linguistic features (Charles, 2007;Cortes, 2007;Cotos, 2009;Flowerdew, 2015b). Accordingly, Henry and Roseberry (2009) have argued that the notion of the move register, or the list of lexicogrammar features found in each move, is highly useful from a teaching perspective.…”

Section: Corpus Use In Genre-based Writing Pedagogymentioning

confidence: 99%

“…Most previous studies combining moves and lexical features have used predetermined groupings of organizational features without questioning the adequacy of such groupings (Cortes, 2013;Flowerdew, 2015b;Le & Harrington, 2015). Because the categorization of organizational features (i.e., rhetorical moves in this study) had significant consequences for the subsequent analyses (Durrant, 2017), it needed to be addressed in a systematic and objective manner.…”

Section: Correspondence Between Moves and Lexical Bundlesmentioning

confidence: 99%

Applying the Bundle–Move Connection Approach to the Development of an Online Writing Support Tool for Research Articles

2017

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With advances in information and computer technology, genre-based writing pedagogy has developed greatly in recent years. In order to further this growth in technology-enhanced genre writing pedagogy, the current study developed a data-driven and theory-based practical writing support tool for research articles (RAs). This web-based, innovative tool, powered by the combination of rhetorical moves and lexical bundles, has an auto-complete feature that suggests the most frequent lexical bundles in a move within an RA section. It was developed based on the proof-of-concept of the bundle-move connection approach. Preliminary user feedback was positive 2 overall, and it was found that the writing support tool brought about beneficial effects that genre writing pedagogy explicitly aims to achieve. In light of these findings, the pedagogical implications of the developed tool are discussed, with particular focus on the potential role that it could play in the teaching and learning of technology-enhanced genre writing.

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“…Complexity can be seen, for example, in the 'phraseological approach' which Flowerdew (2015) defines as "recurrent multi-word expressions, often categorized functionally" (p. 58), and also Halliday's (1985) Systemic Functional Grammar (SFG) which sees grammar and vocabulary not as distinct aspects of language -as was traditionally the understanding -but as the same linguistic phenomenon viewed from different vantage points.…”

Section: Theoretical Groundingmentioning

confidence: 99%

English for Academic Skills Independence: Focus on Vocabulary.

Bassett

Allan

2017

ATLAANZ Journal

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What does it mean to know a word? When asked this question, students often appear flummoxed, lacking either the metalanguage or linguistic knowledge to articulate an insightful response. This paper argues that lexical awareness, coupled with an extensive vocabulary, are essential components of the multiple academic literacies required of students. In order to support students' vocabulary acquisition and understanding, workshops, designed to introduce participants to the workings of English language and to promote autonomy in tertiary students. Each two-hour EASI workshop is divided into five discrete sessions: grammar, vocabulary, punctuation, pronunciation, and conversation skills. Using Nation's (2001) framework, we take as our point of departure the tripartite structure of form, meaning and usage. Under the heading of form, the main focus is on parts of speech and morphology (derivational roots and affixes).Under the heading of meaning, the programme first considers denotative and connotative meanings, touching on notions of concept development, and then moves on to explore sense relations. Under the heading of usage, our approach is informed by recent developments in corpus linguistics that yield frequency information, leading to resources such as Coxhead's (2000) Academic Word List. From a discipline perspective, it is clear that a strong sensitivity to vocabulary within a given academic discourse is fundamental to academic literacies development at tertiary level. Also included under the heading of usage are syntactic and lexico-grammatical considerations such as collocation and colligation. This paper will outline the theoretical approach taken in developing the vocabulary component of the EASI programme and report on two iterations of delivery: the original teaching session and subsequent revisions based on feedback from both students and the teaching team.

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Using corpus-based research and online academic corpora to inform writing of the discussion section of a thesis

Cited by 58 publications

References 39 publications

Studying disciplinary corpora to teach the craft of Discussion

Studying disciplinary corpora to teach the craft of Discussion

Applying the Bundle–Move Connection Approach to the Development of an Online Writing Support Tool for Research Articles

English for Academic Skills Independence: Focus on Vocabulary.

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