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141In the next section, this rhetorical structure will be examined in terms of its subparts,i.e., rhetorical sub-functions that are part of and help in the realization of eachmove.5.3 A model of the rhetorical pattern in book reviewsFigure 5-2 shows a schematic description of the information organization of BRs._______________________________________________________________________Move 1 INTRODUCING THE BOOKSub-function 1 Defining the general topic of the bookand/orSub-function 2 Informing about potential readershipand/orSub-function 3 Informing about the authorand/orSub-function 4 Making topic generalizationsand/orSub-function 5 Inserting book in the fieldMove 2 OUTLINING THE BOOKSub-function 6 Providing general view of the organization of the bookand/orSub-function 7 Stating the topic of each chapterand/orSub-function 8 Citing extra-text materialMove 3 HIGHLIGHTING PARTS OF THE BOOKSub-function 9 Providing focused evaluationMove 4 PROVIDING CLOSING EVALUATION OF THE BOOKSub-function 10A Definitely recommending/disqualifying the bookorSub-function 10B Recommending the book despite indicated shortcomings_______________________________________________________________________
142Figure 5-Erro! Apenas o documento principal. Schematic description of rhetoricalsub-functions in BRsAs the passages corresponding to each move in the texts are examined in detail inthe qualitative analysis of 60 texts, a pattern of rhetorical sub-functions is revealed in theinterior of each move. The model in Figure 5-2 represents how information contained inBRs is most commonly advanced through eleven sub-functions and four canonicalmoves. It should be noted that, although the overarching structure of the moves holds foralmost all exemplars of BRs, the sub-functions revealed a considerable variation infrequency and order of appearance. This may result from a number of reasons such asthe fact that, because BRs comprehend a genre that has not been explored in depth andabout which little has been said concerning text features, there is a lack of explicitguidelines for the genre ix . Reviewers then may use a certain amount of freedom as theyconstruct their arguments in specific ways around a commonsensical goal of informingreaders about a new academic book.As will be seen ahead here and in the next chapters, sometimes a variable orderingof these sub-functions were found to occur in the corpus maybe as a result of differentstrategies of emphasis. For this reason and also because they do not build up on eachother, sub-functions are not referred to here as ‘steps’. Differently from steps, subfunctionsdo not follow in a sequence of necessary parts in a dove-tail construction, butinstead combine as a ‘constellation of elements that articulate moves’ (Swales, personalcommunication) in a more flexible order. The linguistic realization of the eleven sub-
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Esta tese foi julgada adequada e ap
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ACKNOWLEDGEMENTSI would like to tha
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RESUMORHETORICAL FEATURES AND DISCI
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Notes..............................
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6.2.1 Differences in length of move
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LIST OF TABLESChapter 5Table 5-1- P
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UNIVERSIDADE FEDERAL DE SANTA CATAR
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2junior scholars (graduate students
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4The assumption is that such a desc
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6genre has been greatly neglected f
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8genres as commonsensical truth, no
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10to reflecting about how these tex
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12Firstly, I will draw on topics re
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14This study thus seeks to obtain a
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16For the investigation of generic
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18of the three selected academic di
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20The controversy between those who
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22correct sentences arranged in app
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24ESL reading, learners that posses
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26faculty audience’ (ibid.), i.e.
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28In the remaining of the chapter,
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30Jamieson is that, after the fall
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32I found that I could not understa
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34Further research in English (Wolf
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362.2.3.1 The Generic Structure Pot
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38Optional elements, on the other h
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40This calibration of the contextua
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42correspond to the above definitio
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44of the genre. Typification of the
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46_________________________________
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48(ibid.) finds that certain lingui
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50Step 3 - Indicating RA structure:
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52Dudley-Evans acknowledges the pre
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542.4.2 Evaluation in book reviewAs
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56that of establishing the criteria
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58pertaining to linguistic and disc
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60‘evaluating’ starts). If, how
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62there have been studies that have
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64meaning only in terms of communic
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66viii ‘The grammatical and/or le
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68the discussion that follows becau
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70two weeks, the linguistics editor
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72to the journal. Less frequently,
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74different perspectives on the rol
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76Although their main role is to en
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78Senior scholars in the field are
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80manifestation of agreement (1), a
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82[C]Most journals are expensive in
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84In general, then, BRs have a far
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86L, however, expects an in-depth a
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88[E]We are published by the Americ
Page 105 and 106: 90to offer the reader his views on
Page 107 and 108: 923.2.7 Book review formatBook revi
Page 109 and 110: 94[E]We also identify some particul
Page 111 and 112: 96main technological and scientific
Page 113 and 114: 98We do encourage people to make ju
Page 115 and 116: 100According to the editors, bold o
Page 117 and 118: 102A second set of conclusions refe
Page 119 and 120: 104In the following chapter (Chapte
Page 121 and 122: 1064.1 The corpusThe corpus of the
Page 123 and 124: 108Probably because they are not th
Page 125 and 126: 110journals, five (5) economics jou
Page 127 and 128: 112out by the chemistry BR editor,
Page 129 and 130: 114was also evidenced in the report
Page 131 and 132: 116(ibid.:25) while in evaluative p
Page 133 and 134: 1184.2.3.2 Validity markers, attitu
Page 135 and 136: 120(i) Other readers -- given their
Page 137 and 138: 122If terms of praise and blame are
Page 139 and 140: 124Paradigms” (generalized commit
Page 141 and 142: 126Swales, 1986) that have emphasiz
Page 143 and 144: 128The intention here is to find ou
Page 145 and 146: 130CHAPTER 5TEXT ANALYSIS5.0 Introd
Page 147 and 148: 132The descriptive move, Outlining
Page 149 and 150: 134audience, authorship, disciplina
Page 151 and 152: 136The main portion of the BR is th
Page 153 and 154: 138in Moves 2 and 3, the reviewer w
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Page 159 and 160: 144Closing: (Sub-function 10B) The
Page 161 and 162: 146the sentences have a clear discu
Page 163 and 164: 148Each one of the five sub-functio
Page 165 and 166: 150[L#4] Beginning with the assumpt
Page 167 and 168: 152[C#5] (Sub-function 2) This book
Page 169 and 170: 154(30%), the reviewers do this by
Page 171 and 172: 156[L#19] (Sub-function 4) In the 1
Page 173 and 174: 158(a) Stressing the role of this n
Page 175 and 176: 160[L#11] (Sub-function 5) Some of
Page 177 and 178: 162[C#15] (Sub-function 6) ...The t
Page 179 and 180: 164The idea of sequence in which th
Page 181 and 182: 166(i) Nouns that do not refer to t
Page 183 and 184: 168[C#5] (Sub-function 7) The first
Page 185 and 186: 170In [E#1], the four words tax, in
Page 187 and 188: 172Move 2 defines the overall organ
Page 189 and 190: 174In relation to the first shift,
Page 191 and 192: 176would do better to believe him w
Page 193 and 194: 178present discussion, i.e., the co
Page 195 and 196: 180(c) By pointing out criteria for
Page 197 and 198: 182[C#18] (Sub-function 9) There ar
Page 199 and 200: 184Most often, however, this variab
Page 201 and 202: 186[L#13] Inconclusion, I shouldlik
Page 203 and 204: 188appealing from a theoretical vie
Page 205 and 206: 190[C#4] (Sub-function 10B) ...it s
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192longer genre such as the researc
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194with less important details but
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196for example, Sub-function 3, the
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198(b) Explicit lexemes in the form
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200will not appear in the concordan
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202linguistic clues. A set of canon
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204along the axis that links hard s
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2061) Disciplinary activities organ
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208implied by the words ‘rigor’
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210problems and methods.’ The end
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212considerably lower (58,528) than
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214Table 6-2 shows examples randoml
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216[E#6] The book is wellwritten, w
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218evaluation for economics, and mo
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220This type of function-dyad intro
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222The analysis of BR introductions
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224(Sub-functions 7A+9) Goodhart su
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226(underlined in bold) or the seco
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228In the discussion of text length
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230to verify that reference to extr
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232lexemes such as nouns (the autho
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234Besides the evaluation in Move 3
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236warrants and data to prove that
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238another criterion by which to ev
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240Citation of secondary sources wi
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242that concepts are less disputed
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244less experienced professionals
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246Values are expressed by particul
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248He points out that the author so
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250Time is another important factor
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252other things, Haas verified that
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254‘meaningful’, ‘coherent’
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256[C#1] This book surprisingly is
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258While in economics, author and b
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260suggested that each one of the t
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262social science, probably as a wa
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264Firstly, BR editors were intervi
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2667.1.1 The productivity of the ge
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268members at smaller universities
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270Pays-Bas published in the Nether
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272Thus, contributions are either s
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274sub-functions was discussed in a
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276the other two disciplines, indic
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278readership. In addition, concept
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280references are not seen as neces
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282are for the most part equally un
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284complementary phases: establishm
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286One can always argue that, more
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288field, in a concise text. BRs ar
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290existence acknowledged by the sc
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2923 Experimental studies on contra
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BIZZELL, P. 1982. College compositi
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FOUCAULT, M. 1973 [1966]. The order
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LABOV, W. and J. Waletzky. 1967. Na
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ROSALDO, R. 1987. Where objectivity
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302WINTER, E. 1992. The notion of u
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304Table 0-Erro! Apenas o documento
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306C#50 FIELD, Lamar. 1990. Review
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308E#43 GRINOLS, Earl l. 1990. Revi
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L#35 ROMAINE, Suzanne. 1990. ‘Pid
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31213 Journal of Chemical Info. and
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314Outlining: (Sub-function 6) The
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31667816 80 14 70 10 50 40 66.6716
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326Linguistics Chemistry Economics
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328• unclear• makes very little
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330• comprehensive• comprehensi
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332• new• contemporary• origi
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334• attractive [layout and print
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• • in a few places author buil
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338• simple answers• complex is
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340• sensitivity• integration o
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