Writing for scholarly publication in English: The case of Hong Kong

Flowerdew, John

doi:10.1016/s1060-3743(99)80125-8

Cited by 192 publications

(134 citation statements)

References 13 publications

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“…However, it is widely recognized that the Discussion section is difficult to write and troublesome for both native and non-native speakers (e.g. Flowerdew, 1999Flowerdew, , 2001Jaroongkhongdach et al, 2012;Swales, 1990;Swales & Feak, 2004). This may be because writers need to meet the cognitive demands of the discussions and have skills for writing in the persuasive and argumentative styles (Pojanapunya & Todd, 2011).…”

Section: Introductionmentioning

confidence: 99%

Investigating Move Structure of English Applied Linguistics Research Article Discussions Published in International and Thai Journals

Amnuai¹,

Wannaruk²

2012

ELT

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This study investigates the rhetorical move structure of English applied linguistic research article Discussions published in Thai and international journals. Two corpora comprising of 30 Thai Discussions and 30 international Discussions were analyzed using Yang & Allison's (2003) move model. Based on the analysis, both similarities and differences regarding the move occurrence, move-ordering patterns, and move cyclicity were found. The marked differences of the two corpora were in the step employment. The findings obtained in the current study are useful particularly for novice non-native writers by facilitating them to better understand the rhetorical structure of research article Discussions in the different publication contexts. In addition, they may provide L2 teachers with insight into effective instructional strategies to help EFL/ESL learners acquire pragmatic knowledge of the rhetorical structure of research article Discussions.

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Section: Introductionmentioning

confidence: 99%

Investigating Move Structure of English Applied Linguistics Research Article Discussions Published in International and Thai Journals

Amnuai¹,

Wannaruk²

2012

ELT

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“…Lack of this adaptive mechanism in anuric chronic kidney disease (CKD) patients may result in a positive calcium balance from the intake of 800 mg calcium/day (5). Guidelines currently recommend reducing oral calcium intake, including calcium-based phosphate binders in hemodialysis patients, especially in the presence of adynamic bone disease, vascular calcification or hypercalcemia (6), to decrease the risk of vascular calcification (7). In this regard, over 60% of dialysis patients have adynamic bone disease (8).…”

Section: Genre Considerationsmentioning

confidence: 99%

“…Faced with the veritable need to publish in English, certain studies have found that non-native English speaker (NNES) researchers are at a disadvantage on this English-only playing field [1,2], although other reports gather author perceptions that partially challenge this claim [4][5][6][7]. Real or perceived, the advantage enjoyed by researchers who are native English speakers (NESs) is not always considered by NNES authors to be an unfair one [8].…”

Section: Introductionmentioning

confidence: 99%

English or Englishes in Global Academia: A Text-Historical Take on Genre Analysis

Shaw

2016

Publications

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Abstract:The challenge of publishing internationally for non-native English speakers (NNESs) is substantial, although there are conflicting accounts as to how NNES-authored texts fare in English-medium journals and the nature of the criticism levied at these texts. Collaborators from a wide variety of backgrounds and skill sets may contribute to these texts, and the aspects they focus on differ based on their profile. One of these aspects, rhetorical appropriateness, is of interest to the study of NNES writing because of difficulties authors have in adapting to the discourse-level features of English-medium academic texts. This article presents a multi-year research project exploring the rhetorical characteristics of writing produced by 10 NNES academics seeking to publish in international biomedical journals. Using a text-historical approach, the study traces the arc of 10 different research articles across multiple drafts, analyzing the processes and agents behind these drafts and the feedback received from target journals. Focusing on rhetorically significant changes made across different drafts and comments concerning linguistic issues, this paper seeks to further the understanding of English as a lingua franca within written discourse in the field of biomedicine. One text history is presented to exemplify the methods.

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“…As globalization goes on, English has become the predominant language of communication in all areas, including the academic field (Flowerdew, 1999). For example, an important criterion to assess the status of an institution of higher education, a scientist and a researcher in a certain area in the world nowadays is to count how many research articles they have published in international journals, most of which are written in English (Zhang et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…As EGAP had been practiced continuously for several semesters to date, the present study aimed to examine how students perceived the teaching and learning of EGAP reading and writing courses in a highly prestigious university in Mainland China. (Afshar & Movassagh, 2016;Flowerdew, 1999;Harwood, 2014;Mazgutova & Kormos, 2015). For example, to probe how SymbalooEDU was used in a PLE (personal learning environment) platform to support L2 learners of EAP (English for academic purposes), Harwood (2014) administered a need survey and a feedback survey to 306 undergraduate and graduate students.…”

Section: Introductionmentioning

confidence: 99%

Chinese University EFL Undergraduate Students’ Perceptions towards EGAP Reading and Writing Courses

Du¹,

Chen²,

Li³

2016

ELT

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The present study examined how undergraduate students from a prestigious Chinese university perceived the teaching and learning of English for general academic purposes (EGAP) reading and writing courses. Analyses of 951 questionnaires revealed that most participants generally (strongly) believed that learning general academic English was closely related to their major study, reported being motivated to learn general academic English, and expected to improve their academic English reading, writing, listening and speaking skills from EGAP courses. The study also showed that they had consensus about the requirements and teaching and learning foci of general academic English in spite of their concerns about academic English, and that students of more demanding and more academic EGAP courses tended to have a better understanding of general academic English. Based on the findings, some suggestions are discussed.

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Writing for scholarly publication in English: The case of Hong Kong

Cited by 192 publications

References 13 publications

Investigating Move Structure of English Applied Linguistics Research Article Discussions Published in International and Thai Journals

Investigating Move Structure of English Applied Linguistics Research Article Discussions Published in International and Thai Journals

English or Englishes in Global Academia: A Text-Historical Take on Genre Analysis

Chinese University EFL Undergraduate Students’ Perceptions towards EGAP Reading and Writing Courses

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