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293REFERENCESADAMS-SMITH, D. E. 1984. Medical Discourse: aspects of author’s comment. TheESP Journal, 3: 25-36.ARISTOTLE. 1991. On Rhetoric: A theory of civic discourse. New York: OxfordUniversity Press.AUSTIN, J. L. [1962] 1975. How to do things with words. Cambridge, Mass.: HarvardUniversity Press.BACKHOUSE, R. et al. 1993. Exploring the language and rhetoric of economics. In W.Henderson et al. (eds.). pp. 1-19.BAKER, G. P. and P. M. S. Hacker. 1984. Language, sense & nonsense. Oxford: BasilBlackwell.BAKHTIN, M. M. 1986. Speech genres and other late essays. Austin, TX: University ofTexas Press.BARTON, E. L. 1993. Evidentials, argumentation, and epistemological stance. CollegeEnglish, 55(7):29-53.BAZERMAN, C. 1988. Shaping written knowledge. Madison: The University ofWisconsin Press.__________. 1987. Codifying the social scientific style: The APA Publication Manualas a behavioristic rhetoric. In J. S. Nelson et al. (eds.).1987a. pp. 125-44.__________. 1983a. Scientific writing as a social act: A review of the literature of thesociology of science. In P. V. Anderson, R. J. Brockmann, and C. R. Miller (eds.).New essays in technical and scientific communication: Research, theory, practice.Farmingdale, NY: Baywood. pp. 156-84.__________. 1983b. Discourse paths of different disciplines. Mimeo. New York:Baruch College, CUNY.__________. 1981. What written knowledge does: three examples of academicdiscourse. Philosophy of the Social Sciences, 11:361-87__________. and J. Paradis. (eds.). 1991. Textual dynamics in the professions. Madison:The University of Wisconsin Press.BECHER, T. 1987. Disciplinary discourse. Studies in Higher Education. 12(3):261-74._____________. 1981. Towards a definition of disciplinary cultures. Studies in HigherEducation, 6 (2):109-122.BELLACK, A. A., H. M. Kliebard, R. Hyman, and F. L. Smith, Jr. 1966. The languageof the classroom. New York: Teachers College Press.BENVENISTE, E. 1974. Problèmes de linguistique gènèral I. Paris: Editions Gallimard.BERKENKOTTER, C. and T. N. Huckin. 1995. Genre knowledge in disciplinarycommunication. Hillsdale, NJ: Lawrence Erlbaum.BHATIA, V. K. 1993. Analyzing genre: Language use in professional settings. NewYork: Longman.
BIZZELL, P. 1982. College composition: Initiating into the academic discoursecommunity. Curriculum inquiry, 12:191-207.BLUE, G. M. 1993. Language, learning and success: Studying through English.London: MacMillan.BOSWOOD, T. and A. Marriott. Ethnography for specific purposes: Teaching andtraining in parallel. ESP, 13 (1): 3-21.BRAINE, G.. 1988. A reader reacts... Two commentaries on Ruth Spack’s “InitiatingESL Students Into the Academic Discourse Community: How far should we go?”.TESOL Quarterly, 22(4):700-702.CARRELL, P. L. 1985. Facilitating ESL reading by teaching text structure. TESOLQuarterly, 19 (4):727-52.__________. and J. C. Eisterhold. 1983. Schema theory and ESL reading pedagogy.TESOL Quarterly, 17(4):553-73.CELANI, M. A. A. 1994. Assessing the value of English for Specific Purposeprogrammes in national development. In D. Allwright and A. Waters (eds.).Language in Aid Projects: Towards the year 2000. Colloquium Proceedings. Institutefor English Language Education and Department of Linguistics and Modern EnglishLanguage. Lancaster University. pp. 36-49.__________. J. L. Holmes, R. C. G. Ramos, and M. R. Scott. 1988. The Brazilian ESPProject: an evolution. São Paulo: EDUC.CHAFE, W. 1986. Evidentiality in English conversation and academic writing. In W.Chafe and I. Nichols (eds.). Evidentiality: The linguistic Coding of Epistemology.Norwood, NJ: Ablex. pp. 261-72.CHARROLES, M. 1983 Coherence as a principle in the interpretation of discourse. Text3(1):71-97.CHAUDRON, C. 1988. Second language classrooms: Research on teaching andlearning. Cambridge: Cambridge University Press.CHEN, C-C. 1976. Biomedical, Scientific & Technical Book Reviewing. Metuchen, NJ:Scarecrow.CHOMSKY, N. 1980. Estruturas sintáticas. Lisboa: Edições 70.__________. 1959. Review of Verbal Behavior by B. F. Skinner. Language 35: 26-58.CLARK, H. H. and E. H. Clark. 1977. Psychology and language: An introduction topsycholinguistics. New York: Harcourt Brace Jovanovich, Inc.CONNOR, U. Mimeo. Research and teaching of argumentation in the disciplines:Applying the Toulmin model.__________. and R. Kaplan. (eds.). 1987. Writing across languages: Analysis of L2 text.Reading, Mass: Addison-Wesley.COOKINGHAM, M. E. 1988. Political Economy in the Far West: The University ofCalifornia and Stanford University. In W. J. Barber, 1988a.CORACINI, M. J. 1991. Um fazer persuasivo. O discurso subjetivo da ciência.Campinas: Pontes.COULTHARD, M. (ed.). 1994. Advances in written text analysis. London: Routledge.__________. [1977]1985. An introduction to discourse analysis. New York: Longman.294
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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
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90to offer the reader his views on
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923.2.7 Book review formatBook revi
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94[E]We also identify some particul
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96main technological and scientific
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98We do encourage people to make ju
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100According to the editors, bold o
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102A second set of conclusions refe
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104In the following chapter (Chapte
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1064.1 The corpusThe corpus of the
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108Probably because they are not th
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110journals, five (5) economics jou
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112out by the chemistry BR editor,
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114was also evidenced in the report
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116(ibid.:25) while in evaluative p
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1184.2.3.2 Validity markers, attitu
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120(i) Other readers -- given their
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122If terms of praise and blame are
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124Paradigms” (generalized commit
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126Swales, 1986) that have emphasiz
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128The intention here is to find ou
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130CHAPTER 5TEXT ANALYSIS5.0 Introd
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132The descriptive move, Outlining
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134audience, authorship, disciplina
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136The main portion of the BR is th
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138in Moves 2 and 3, the reviewer w
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140referenced reflects this. Nevert
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142Figure 5-Erro! Apenas o document
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144Closing: (Sub-function 10B) The
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146the sentences have a clear discu
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148Each one of the five sub-functio
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150[L#4] Beginning with the assumpt
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152[C#5] (Sub-function 2) This book
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154(30%), the reviewers do this by
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156[L#19] (Sub-function 4) In the 1
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158(a) Stressing the role of this n
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160[L#11] (Sub-function 5) Some of
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162[C#15] (Sub-function 6) ...The t
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164The idea of sequence in which th
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166(i) Nouns that do not refer to t
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168[C#5] (Sub-function 7) The first
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170In [E#1], the four words tax, in
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172Move 2 defines the overall organ
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174In relation to the first shift,
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176would do better to believe him w
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178present discussion, i.e., the co
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180(c) By pointing out criteria for
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182[C#18] (Sub-function 9) There ar
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184Most often, however, this variab
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186[L#13] Inconclusion, I shouldlik
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188appealing from a theoretical vie
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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
Page 257 and 258: 242that concepts are less disputed
Page 259 and 260: 244less experienced professionals
Page 261 and 262: 246Values are expressed by particul
Page 263 and 264: 248He points out that the author so
Page 265 and 266: 250Time is another important factor
Page 267 and 268: 252other things, Haas verified that
Page 269 and 270: 254‘meaningful’, ‘coherent’
Page 271 and 272: 256[C#1] This book surprisingly is
Page 273 and 274: 258While in economics, author and b
Page 275 and 276: 260suggested that each one of the t
Page 277 and 278: 262social science, probably as a wa
Page 279 and 280: 264Firstly, BR editors were intervi
Page 281 and 282: 2667.1.1 The productivity of the ge
Page 283 and 284: 268members at smaller universities
Page 285 and 286: 270Pays-Bas published in the Nether
Page 287 and 288: 272Thus, contributions are either s
Page 289 and 290: 274sub-functions was discussed in a
Page 291 and 292: 276the other two disciplines, indic
Page 293 and 294: 278readership. In addition, concept
Page 295 and 296: 280references are not seen as neces
Page 297 and 298: 282are for the most part equally un
Page 299 and 300: 284complementary phases: establishm
Page 301 and 302: 286One can always argue that, more
Page 303 and 304: 288field, in a concise text. BRs ar
Page 305 and 306: 290existence acknowledged by the sc
Page 307: 2923 Experimental studies on contra
Page 311 and 312: FOUCAULT, M. 1973 [1966]. The order
Page 313 and 314: LABOV, W. and J. Waletzky. 1967. Na
Page 315 and 316: ROSALDO, R. 1987. Where objectivity
Page 317 and 318: 302WINTER, E. 1992. The notion of u
Page 319 and 320: 304Table 0-Erro! Apenas o documento
Page 321 and 322: 306C#50 FIELD, Lamar. 1990. Review
Page 323 and 324: 308E#43 GRINOLS, Earl l. 1990. Revi
Page 325 and 326: L#35 ROMAINE, Suzanne. 1990. ‘Pid
Page 327 and 328: 31213 Journal of Chemical Info. and
Page 329 and 330: 314Outlining: (Sub-function 6) The
Page 331 and 332: 31667816 80 14 70 10 50 40 66.6716
Page 341 and 342: 326Linguistics Chemistry Economics
Page 343 and 344: 328• unclear• makes very little
Page 345 and 346: 330• comprehensive• comprehensi
Page 347 and 348: 332• new• contemporary• origi
Page 349 and 350: 334• attractive [layout and print
Page 351 and 352: • • in a few places author buil
Page 353 and 354: 338• simple answers• complex is
Page 355 and 356: 340• sensitivity• integration o
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