AUTHORIAL IDENTITY IN RESEARCH ARTICLES

The present study investigates the employment of self-mentions and their functions in English articles in the field of architecture. To this end, a compiled corpus, composing of the post-method sections of 50 articles, was analyzed both quantitatively and qualitatively. The results shed light on various functions used by English-language writers to express their authorial identity through explicit employment of self-mentions. The findings provide some insights into the rhetorical conventions of the academic discourse community of architects and into employment of these discursive features which are of great importance to EAP teachers and learners. Keywords: Self-mentions, academic articles, academic genre analysis

Mrs Mop, Mechanic and /or Miracle Worker : Metaphors of Study Support

It is important to document and reflect on the work we do, to share knowledge and practices and to build up a series of case studies around our work. As study support tutors we are part of the academy, not separate from it, and we need to reflect on our own relationships within our own community and the institution we work in.As members of the ALDinHE we are a specific academic discourse community who create themselves through talk, formal and informal; through shared use of metaphor as well as practices. (Blythman & Orr 2006:1) In this paper we explore our own roles within the university , how we see ourselves and how we are perceived by others .Increasingly we see our role as one of not only supporting students when writing or talking about their work but also helping to provide some of the expected cultural capital (Bourdieu 1997) which large numbers of students may not have the same access to as traditional students. Through sharing our own perceptions in a workshop at the last ALD in HE conference we encouraged debate and reflection around metaphors to describe the work we do. We are interested to continue this discussion with more staff in our future exploration of metaphors of study support to develop a sharper, more refined perspective on the work we do with the students and staff across the various institutions we work in.

Legal English

In this paper student Case Notes are analysed to exemplify the degrees of linguistic intricacy that come into play within the context of legal discourse – the ‘target discourse1-and to demonstrate that apprenticeship into this particular academic discourse community involves more than familiarisation with content specific material on the one hand and the control of common English structural conventions on the other. The discussion sets out to show that the intricate and often ‘hidden’ (as in ‘not made explicit’) linguistic demands academic discourses impose on NESB students need to be brought out into the open to highlight and clarify the association between specific lexicogrammatical realisations and generic meanings in the discourse. The paper concludes by emphasising the need for linguistically informed assistance for NESB learners at the tertiary level.