Chapter 5. University academic genres

2010 ◽  
pp. 83-99 ◽  
Author(s):  
Giovanni Parodi
Keyword(s):  
Academic Genres

A Need Analysis in Academic Writing by Using Integrative-Based Approach: The Perspective of University Students

2020 ◽  
Author(s):  
Helaluddin Helaluddin
Keyword(s):  
Short Stories ◽  
University Students ◽  
Academic Writing ◽  
Integrative Approach ◽  
First Semester ◽  
Need Analysis ◽  
Initial Stage ◽  
Academic Genres ◽  
The University ◽  
Academic Year

This article discusses the needs and interests of the university students in Banten Indonesia for learning to write with an integrative approach as an initial stage in the development of academic writing textbooks. The participants in this study were 60 students in the first semester of the 2018/2019 academic year who took an Indonesian language course. It was found that students were familiar with writing activities. But the majority were limited to non-academic genres such as writing poetry, short stories, and writing personal blogs. Also, students have almost the same problems in academic writing, both from linguistic aspects, technical aspects, to issues of developing writing ideas. Another thing that was found in this study was the participation of lecturers who they expected in guiding and providing input during academic writing learning.

Markers of identification in Indigenous academic writing: A case study of genre innovation

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Shurli Makmillen ◽  
Michelle Riedlinger
Keyword(s):  
Communities Of Practice ◽  
Social Relations ◽  
Academic Writing ◽  
Genre Studies ◽  
Linguistic Features ◽  
Study Approach ◽  
Research Article ◽  
Rhetorical Genre ◽  
Academic Genres

AbstractThis study contributes to research into genre innovation and scholarship exploring how Indigenous epistemes are disrupting dominant discourses of the academy. Using a case study approach, we investigated 31 research articles produced by Mäori scholars and published in the journal AlterNative between 2006 and 2018. We looked for linguistic features associated with self-positioning and self-identification. We found heightened ambiguous uses of “we”; a prevalence of verbs associated with personal (as opposed to discursive) uses of “I/we”; personal storytelling; and a privileging of Elders’ contributions to the existing state of knowledge. We argue these features reflect and reinforce Indigenous scholars’ social relations with particular communities of practice within and outside of the academy. They are also in keeping with Indigenous knowledge-making practices, protocols, and languages, and signal sites of negotiation and innovation in the research article. We present the implications for rhetorical genre studies and for teaching academic genres.

The schematic structure of Spanish PhD thesis introductions

2009 ◽  
Vol 6 (2) ◽  
pp. 151-175 ◽  
Author(s):  
María Carbonell-Olivares ◽  
Luz Gil-Salom ◽  
Carmen Soler-Monreal
Keyword(s):  
Academic Writing ◽  
Spanish Literature ◽  
Genre Studies ◽  
Doctoral Thesis ◽  
Rhetorical Studies ◽  
Phd Theses ◽  
Academic Genres ◽  
Phd Thesis

Since the 1990s written academic genres have received considerable attention in discourse and rhetorical studies, especially texts written in English. Although few studies describe PhD theses as a genre, some work has been carried out on their macrostructure and the rhetorical moves of certain sections. In the Spanish literature, genre studies on academic writing are scarce relative to those in English, especially in the case of doctoral theses. We analyse the introductions of 21 doctoral theses in computing written in Spanish using Bunton’s model (2002) for thesis introductions in English. The results indicate that most of the steps in this model are applicable to our corpus, but several new steps and sub-steps have been distinguished to account for the observed moves of Spanish PhD thesis introductions. The complexity of the thesis introduction is related to the scope and depth of the research carried out for a doctoral thesis, the need to display extensive knowledge of the field and to justify the relevance of the research.

scholarly journals Interdisciplinary Pedagogical Actions to Optimize Engineering Undergraduate Written Production

10.29007/6434 ◽  
2018 ◽  
Author(s):  
Alicia Noceti
Keyword(s):  
Engineering Students ◽  
Time Window ◽  
Mother Tongue ◽  
Linguistic Features ◽  
Generic Structure ◽  
Food Engineering ◽  
Final Project ◽  
Written Production ◽  
Academic Genres ◽  
Audience Awareness

Writing is extremely challenging for engineering students. Navarro (2012) asserts that academic literacy in the mother tongue is similar to learning a foreign language as it involves immersion in a new culture. Food Engineering undergraduates (School of Food Science, University of Entre Ríos) face this difficulty when they have to write their Final Project. As a consequence, interdisciplinary actions were implemented by engineers and linguists (both in English and Spanish) in order to raise students´ awareness of this genre characteristics, to facilitate its production and to write relevant titles and abstracts. The importance of both title and abstract is paramount once the Final Projects are uploaded to the university website in order to attract readers. The objective of this study was to explore whether interdisciplinary actions could optimize undergraduates´ written production. All titles produced since the first Food Engineer graduated were collected. This corpus analysis revealed that titles were extremely short and provided very little information. Consequently, pedagogical activities were designed and implemented as from 2012. An exploration of antecedent or prior genre knowledge (Artemeva, N. & Fox., J., 2010) was carried out in different workshops. Generic structure, audience awareness, rhetorical functions and linguistic features studied in the English courses were activated. Writing seminars in Spanish were implemented in 5º year. In addition, undergraduates attended tutorials with the engineers and then and then interviews with the linguists. In several meetings students discussed titles and abstracts (in Spanish and English), designed their slides for the oral defense and rehearsed their oral presentations. The analysis of the corpus including all projects´ titles defended within the time window that included our actions indicated that students had activated their previous generic knowledge. Feedback from students, after graduation, demonstrated that interdisciplinary activities included language as an across the curriculum content and contributed to the adequate production of academic genres. Results may affect curricular design and decisions at the macro level since implementation of writing seminars along undergraduates´ trajectories has been positioned as a top priority.

scholarly journals Amateur Piano Music-Making and the Ufa Section of the Imperial Russian Musical Society

ICONI ◽  
2019 ◽  
pp. 73-82
Author(s):  
Ninel F. Garipova ◽  
Keyword(s):  
Piano Music ◽  
Piano Performance ◽  
Musical Culture ◽  
Early 19Th Century ◽  
The Public ◽  
Musical Education ◽  
Music Making ◽  
Academic Genres ◽  
The City ◽  
In Virtue Of

The geographic position of Ufa, which in the early 19th century was a deep province, was not conducive to the development of musical culture. However, we must consider as an important element in its formation the active spread of household music-making and the wish of amateurs to participate in the city’s concert life. The “Society for Singing, Music and the Art of Drama” was founded in 1885 in Ufa following the wishes of the city residents. The twenty-year-long existence of the Society has left a considerable trace in the development of musical education and the exposure of the public to the academic genres of the art of piano performance; it played a signifi cant role in the development of musical literacy and the musical hearing of the residents of Ufa. In virtue of a number of existing social reasons the Society was closed down, but following the request of the most educated part of the local nobility and intelligentsia the Ufa Section of the Imperial Russian Musical Society (IRMS). Having existed for only a few years, until the revolution of 1917, it was able to lead the art of music to a new, higher level. Professionals with a higher musical education were conducive to the further expansion of promotion of music with their concert performances and teaching lessons in the musical classes and enhanced the development of the art of professional music in Bashkiria.

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