Why are abstracts in PhD theses and research articles different? A genre-specific perspective

El‐Dakhs, Dina Abdel Salam

doi:10.1016/j.jeap.2018.09.005

Cited by 50 publications

(21 citation statements)

References 33 publications

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“…Deploying sequencers can simplify long sentences, thus increasing readability. So clearly, the shorter length of academic blogs make these sequencers especially attractive to writers, as has been found when comparing sequencers in fictional versus academic texts (Hempel and Degand, 2008) and article vs PhD abstracts (El-Dakhs, 2018). Text length, however, is just one factor.…”

Section: Sequencers: Marking Structurementioning

confidence: 94%

“…Studies have also found different frequencies and uses of frame markers across genres, languages, disciplines and time. El-Dakhs (2018), for instance, found that the space constraints placed on research article abstracts in applied linguistics meant that writers used far more listing sequencers compared with writers of PhD theses abstracts. In another crossgenre study, Hempel and Degand (2008) found that academic writing makes far greater use of sequencing frame markers compared with broadsheet journalism and fiction.…”

Section: Frame Markers In Academic Textsmentioning

confidence: 99%

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In the frame: Signalling structure in academic articles and blogs

Hyland

Zou

2020

Journal of Pragmatics

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Metadiscourse is now established as one of the most frequently used methods for analysing academic discourse, but one feature, frame markers, seem to have gone relatively unnoticed.Frame markers represent an important way by which authors structure their discourse for particular readers, helping them to see the coherence of arguments and guiding their thinking in the direction the author wishes to go. As a result, like all metadiscourse, it varies with audience, purpose and context and in this paper we explore this variation by studying how authors use this feature when reworking their research articles as academic blogs. Based on two corpora of 50 blog posts and 50 journal articles with the same authors and topics, we found important differences in the use of frame markers and in the distribution and frequencies of its sub-categories. The results show how writers are sensitive to reader knowledge and the kinds of assistance that expert and lay audiences may need in order to follow the author's arguments. The study thus contributes to our understanding of how writers' choices help define different rhetorical contexts and the ways that recontextualisation is accomplished across academic genres.

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Section: Sequencers: Marking Structurementioning

confidence: 94%

Section: Frame Markers In Academic Textsmentioning

confidence: 99%

In the frame: Signalling structure in academic articles and blogs

Hyland

Zou

2020

Journal of Pragmatics

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“…El "resumen" (o abstract), considerado como un género discursivo independiente, ha sido muy estudiado en diferentes disciplinas. Se ha analizado su estructura retórica, la cual se ha contrastado con el artículo de investigación; también se han comparado los rasgos discursivos de abstracts escritos por hablantes nativos del inglés y de otras lenguas (Ebadi, Nguyen, Rawdhan y Weisi, 2019;El-Dakhs, 2018;Jawad y Saleh, 2018;Male, 2018).…”

Section: Estudios Sobre Textos Académicos De Estudiantesunclassified

“…Incluye los elementos del texto que acompaña, a excepción de la discusión, lo cual es similar a la estructura de resúmenes de artículos científicos odontológicos encontrada en estudios previos (Morales et al, 2015). También coincide con investigaciones del abstract en inglés (Ebadi et al, 2019;El-Dakhs, 2018;Jawad y Saleh, 2018;Male, 2018).…”

Section: Introductionunclassified

Estructura retórica de tesis y trabajos de grado en Odontología: un estudio en Hispanoamérica y España

Morales

Perdomo²,

Cassany

et al. 2020

Íkala

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Los trabajos de grado y posgrado y las tesis de doctorado tienen un rol fundamental en la cultura académica, al diseminar resultados de investigación y fortalecer la comunicación científica. En estudios de Odontología hispanoamericana y española, se deben presentar para obtener el título de odontólogo, dentista, máster o doctor. Debido a esto, existen propuestas para enseñar a escribir este género a esta comunidad. Generalmente, predominan instructivos y cursos prescriptivos que no se basan en evidencia científica de la cultura disciplinar. Desde el análisis del discurso, se han realizado numerosos estudios sobre el género “tesis” en distintas modalidades, disciplinas y lenguas, pero no hay publicaciones sobre tesisy trabajos de grado en Odontología en español. De aquí que, utilizando el modelo swalesiano de análisis de género, este estudio mixto analiza la estructura retórica de 272 trabajos de grado y tesis presentados en universidades hispanoamericanas y españolas, y publicados en la web entre 2000 y 2018. Los resultados muestran que no existe un formato estándar. Esto es, hay variaciones relevantes en las seccionesincluidas y en su organización. Estas variaciones podrían estar asociadas, entre otros factores, a la ausencia de programas de escritura académica que estén basados en la práctica real de la comunidad discursiva de Odontología. Por ello, se sugiere que en estos programas se formalice la enseñanza de la escritura académica basada en evidencia científica.

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“…English has become the universal academic language (Phillipson, 2017). Investigations into English research articles writing have focused on different separate sections, including abstracts (Xie, 2020;Tanko, 2017;El-Dakhs, 2018;Khedri, Heng, & Ebrahimi, 2013), introduction (Kawase, 2015), results (Basturkmen, 2009), discussion (Hopkins & Dudley-Evans, 1988), conclusion (Bunton, 2005), and global structures of doctorate dissertations (Anderson, Alexander, & Saunders, 2020). Very little research has dealt with literature reviews writing as a genre.…”

Section: Introductionmentioning

confidence: 99%

Is Peer Feedback Helpful When Learning Literature Review Writing? A Study of Feedback Features and Quantity

Eika¹

2021

ELR

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The literature review is an important part of an academic text. It is common for students to learn literature review writing through reading and practice. This study explored peer feedback as an assisting interactive social tool that aims to provide formative assessment of literature reviews written by master students. The student reviewers’ feedback characteristics were identified and coded, and their relationships with writing performance were examined. Six assessment criteria and writing categories relevant to the literature reviews genre were employed for the writing process as well as a peer feedback process. The feedback patterns were analysed according to four dimensions: describing status or problems versus prescribing directions, abundant input versus uncritical/empty comments, high versus low level, and constructive versus negative. No correlations were found between review patterns, students’ performance mark, and quantity of feedback received. Significant correlations were observed between specific review patterns and separate category scores. The dimensions constructive vs. negative and high vs. low level correlated with most category scores. The findings show that the students were able to provide useful and high-level comments to assist their peers’ writing. Overall, it was found that peer feedback quality and quantity do not define the performance mark, but benefit individual aspects of literature reviews writing.

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Why are abstracts in PhD theses and research articles different? A genre-specific perspective

Cited by 50 publications

References 33 publications

In the frame: Signalling structure in academic articles and blogs

In the frame: Signalling structure in academic articles and blogs

Estructura retórica de tesis y trabajos de grado en Odontología: un estudio en Hispanoamérica y España

Is Peer Feedback Helpful When Learning Literature Review Writing? A Study of Feedback Features and Quantity

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