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UNIVERSIDADE FEDERAL DE SANTA CATARINARHETORICAL FEATURES AND DISCIPLINARY CULTURES:A GENRE-BASED STUDY OF ACADEMIC BOOK REVIEWSIN LINGUISTICS, CHEMISTRY, AND ECONOMICSDÉSIRÉE MOTTA-ROTHDOUTOR EM LETRASFLORIANÓPOLIS1995
Page 2 and 3: Esta tese foi julgada adequada e ap
Page 4 and 5: ACKNOWLEDGEMENTSI would like to tha
Page 6 and 7: RESUMORHETORICAL FEATURES AND DISCI
Page 8 and 9: Notes..............................
Page 10 and 11: 6.2.1 Differences in length of move
Page 12 and 13: LIST OF TABLESChapter 5Table 5-1- P
Page 16 and 17: CHAPTER 1INTRODUCTION1.0 Background
Page 18 and 19: 3Availability of information about
Page 20 and 21: 5in the text, and to analyze and de
Page 22 and 23: 7of more effective reading skills.
Page 24 and 25: 91.1.2 The choice of the discipline
Page 26 and 27: 11science, consequently this classi
Page 28 and 29: 13way to verify the existence of va
Page 30 and 31: 15state), Forensic (involving speec
Page 32 and 33: 17a) Draw generalizations about the
Page 34 and 35: 19CHAPTER 2GENRE STUDIES AND ACADEM
Page 36 and 37: 21(1983) in Cognitive Psychology; d
Page 38 and 39: 23With its exclusive attention to p
Page 40 and 41: 25genres commonly used in academic
Page 42 and 43: 27It is also important, however, th
Page 44 and 45: 292.2.1 Patterns in discourseTheori
Page 46 and 47: 312.2.2 Patterning of contextual fe
Page 48 and 49: 33the study of the patterns of text
Page 50 and 51: 35these language studies that follo
Page 52 and 53: 37possible to make predictions abou
Page 54 and 55: 39In an attempt to define the conte
Page 56 and 57: 41industry and how these can ultima
Page 58 and 59: 43precise representation of the rhe
Page 60 and 61: 45schemata), and experience with ap
Page 62 and 63: 47Each move, in turn, includes a nu
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49orStep 1B - Indicating a gap:Howe
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51acknowledging and exchanging info
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532.4.1 Book review as an academic
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55citation verbs (Swales 1986; Thom
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57definition of how discourse and g
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59which constitute minimal contribu
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61alone or together with other sub-
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63Register for Halliday (1985), Gen
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65In that respect, the present stud
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67CHAPTER 3SEEKING FOR AN INSIDER
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693.1.2 IntervieweesThe three speci
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71These editors are specifically de
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73information about who among these
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75[L]For SSLA, reviews are an impor
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77active members, book reviewing is
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79L and E point out that book revie
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81Hence, there is a variety of reas
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83‘material’ areas such as ling
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851. description of the book - some
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87this issue in relation to variati
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89other. Objective and impressionis
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91In linguistics, it seems that a b
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93between the date the book was pub
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95exactly what is desired for the g
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973.2.9 The ethics of book reviewin
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99[C]There are cases where the revi
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101and obligatory, the closing move
Page 118 and 119:
103The discussion in the present ch
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105(1990:95) linguistic systematici
Page 122 and 123:
107techniques involving quantitativ
Page 124 and 125:
109SCI Journal Citation Reports (Ga
Page 126 and 127:
111contributors inside back cover).
Page 128 and 129:
113The question whether the texts i
Page 130 and 131:
115d) How and where in the text do
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1171986) as signals of rhetorical o
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119would be important supplements..
Page 136 and 137:
121rhetorical movement and the imme
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123b) If there is such a variable p
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125[L#8] He then discusses the seem
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127I propose then to study variatio
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1294.4 Concluding remarksAs has bee
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131Two basic aspects concerning tex
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133journals, the BRs analyzed displ
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135organization, to each section, a
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137Besides defining the publication
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139In Chapter 3, “Direct Discours
Page 156 and 157:
141In the next section, this rhetor
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143functions found in BRs can be se
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145Sub-functions can also appear di
Page 162 and 163:
147function of each sentence in sep
Page 164 and 165:
149TITLE[L#2] Essays on the English
Page 166 and 167:
151[L#7] Academic Writing: Techniqu
Page 168 and 169:
153[L#2] (Sub-function 3) The major
Page 170 and 171:
155The second type of topic general
Page 172 and 173:
157[C#16] (Sub-function 4) Only a f
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159[E#6] (Sub-function 5) This is t
Page 176 and 177:
161After the introduction, the revi
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163affecting retention. Peak shape,
Page 180 and 181:
165The dominant constituent element
Page 182 and 183:
167that relate to each other in a l
Page 184 and 185:
169discussed along the book (this v
Page 186 and 187:
171[E#18] (Sub-function 6A) P. W. B
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173[C#14] (Sub-function 8) The innu
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175[E#4] (Sub-function 9) The book'
Page 192 and 193:
177[C#10] (Sub-function 9) The book
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179the coverage of any one area com
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181[C#7] (Sub-function 9) Throughou
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183[L#7] (Sub-function 9) The chapt
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185Since evaluation is the defining
Page 202 and 203:
187[E#5] (Sub-function 10B) Altoget
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189[L#7] (Sub-function 10A) Academi
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191[C#13] (Sub-function 10B) ...thi
Page 208 and 209:
193Move 1:(Sub-function 5) The appe
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195portion links what is inside the
Page 212 and 213:
197Besides the core sub-functions i
Page 214 and 215:
199Table 5-Erro! Apenas o documento
Page 216 and 217:
201Supercritical fluid chromatograp
Page 218 and 219:
203CHAPTER 6DISCIPLINARY DISCOURSES
Page 220 and 221:
205Cartesian logic of discovery app
Page 222 and 223:
2072) the generalized commitment by
Page 224 and 225:
209Becher (1987) further finds cont
Page 226 and 227:
211will be presented, in an attempt
Page 228 and 229:
213sentences realizing Moves 1 and
Page 230 and 231:
215[L#6] For ESL educators,Alien Wi
Page 232 and 233:
217In general, less emphasis is giv
Page 234 and 235:
219comparison is often frustrated,
Page 236 and 237:
221... In this book, (Sub-function
Page 238 and 239:
223This correlates with the tendenc
Page 240 and 241:
2256.2.3 Differences in the frequen
Page 242 and 243:
227In terms of frequency, the most
Page 244 and 245:
229reference to extra-text material
Page 246 and 247:
231Due to idiosyncrasies of the dis
Page 248 and 249:
233[E#17] (Sub-function 10A) The bo
Page 250 and 251:
235[L#13] (Sub-function 10A) In con
Page 252 and 253:
237for the formal opening in BRs, a
Page 254 and 255:
239L#11 [Sub-function 9] A problem
Page 256 and 257:
241Explicit reference in the form o
Page 258 and 259:
243discussed as in [L#13] above. Al
Page 260 and 261:
245reviewers may use Sub-function 4
Page 262 and 263:
247models, each very clear in itsel
Page 264 and 265:
249such as ‘neat formal model’,
Page 266 and 267:
251[C#7], about a book published in
Page 268 and 269:
253established by the book will pre
Page 270 and 271:
255[L#6] Perhaps the most powerful
Page 272 and 273:
257It should be expected that evalu
Page 274 and 275:
259[L#11] A problem with the essays
Page 276 and 277:
261“symbolic generalizations” (
Page 278 and 279:
263studies: some disciplines, repre
Page 280 and 281:
265The quantitative analysis develo
Page 282 and 283:
267The journal had been published b
Page 284 and 285:
269the genre: reviewers in economic
Page 286 and 287:
271three disciplines chosen, the de
Page 288 and 289:
273to more specific information on
Page 290 and 291:
2752 Differences in the order of pr
Page 292 and 293:
277Another variation in the orderin
Page 294 and 295:
279Economics combines characteristi
Page 296 and 297:
281(p.33). As battles about interna
Page 298 and 299:
283or in terms of what kind of info
Page 300 and 301:
285to use academic genres more crit
Page 302 and 303:
287With systematic information on t
Page 304 and 305:
289recency in publication is a deci
Page 306 and 307:
291A third limitation relates to th
Page 308 and 309:
293REFERENCESADAMS-SMITH, D. E. 198
Page 310 and 311:
CRASWELL, G. 1993. Maintaining text
Page 312 and 313:
HOEY, M. 1994. Signalling in discou
Page 314 and 315:
__________. 1993. Book reviews as a
Page 316 and 317:
__________. 1990. Genre Analysis: E
Page 318 and 319:
Page 320 and 321:
C#24 GLADYSZ, John A. 1990. Review
Page 322 and 323:
307E#16GOODMAN, Allan H. 1990. Revi
Page 324 and 325:
3095 GUNDEL, Jeanette K. 1990. Revi
Page 326 and 327:
311L#60 OBLER, Loraine K. 1990. Rev
Page 328 and 329:
3133 + + + --- + + --- + + + + +4 +
Page 330 and 331:
315Outlining: (Sub-function 6) Topi
Page 332 and 333:
317CHEMISTRYMovesLINGUISTICS Moves
Page 334 and 335:
Page 336 and 337:
321CONCORDANCE (a)CONCORDANCE (b)CO
Page 338 and 339:
Page 340 and 341:
325Field N % N % N %LinguisticsChem
Page 342 and 343:
327• clear• clear and coherent
Page 344 and 345:
329Table Erro! Apenas o documento p
Page 346 and 347:
331BLAME - Comprehensive/SpecificLi
Page 348 and 349:
333BLAME - Innovative/OutdatedLingu
Page 350 and 351:
335• • thin book• approach of
Page 352 and 353:
337Table 7 Deep-SimplisticPRAISE -
Page 354 and 355:
339• [book] heavily descriptive
Page 356:
341• • answers open to criticis
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