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__________. 1993. Book reviews as an academic genre. Unpublished manuscript.Florianópolis, Brazil: PGI/Universidade Federal de Santa Catarina.__________. 1990. Alternância do tempo verbal em narrativas orais em português (L1)e inglês (L2). Unpublished Masters Dissertation. Porto Alegre, Brazil:PGL/Pontifícia Universidade Católica do Rio Grande do Sul.MYERS, G. 1990. Writing Biology: Texts in the social construction of scientificknowledge. Madison, WI: The University of Wisconsin Press.__________. 1989. The pragmatics of politeness in scientific articles. AppliedLinguistics, 10:1-35.NATTINGER, J. R. and J. S. DeCarrico. 1992. Lexical phrases and language teaching.Oxford: Oxford University Press.NELSON, J. S., A. Megill, and D. N. McCloskey. (eds.).1987a. The rhetoric of thehuman sciences. Madison: The University of Wisconsin Press.__________. 1987b. Rhetoric of inquiry. In J. S. Nelson et al. (eds.).1987a. pp. 3-18.NIDA, E. A. Rhetoric and styles: A taxonomy of structures and functions. LanguageSciences, 6(2):287-305.NWOGU, K. N. 1990. Discourse Variation in Medical Texts: Schema, theme andcohesion in professional and journalistic accounts. Monographs in SystemicLinguistics, vol. 2. Nottingham: University of Nottingham.PALTRIDGE, B. 1994. Genre analysis and the identification of textual boundaries.Applied Linguistics, 15 (3):288-99.__________. 1993. Writing up research: a systemic functional perspective. System,21(2):175-92.PARTINGTON, J. R. 1989. A short history of chemistry. New York: DoverPublications.PECK MacDONALD, S. P. 1994. Professional academic writing in the humanities andsocial sciences. Carbondale: Southern Illinois University Press.PHILLIPSON, R. 1992. Linguistic Imperialism. Oxford: Oxford University Press.PURVES, A. C. 1991. The textual contract: Literacy as common knowledge andconventional wisdom. In E. M. Jennings and A. C. Purves. (eds.) Literate systems andindividual lives: Perspectives on literacy and schooling. Albany, NY: StateUniversity of New York Press. pp. 51-72.RAIMES, A. 1991. Out of the woods: Emerging traditions in the teaching of writing.TESOL Quarterly, 25(3):407-30.REDMAN, D. A. 1993. Economics and the philosophy of science. New York: OxfordUniversity Press.RETTING, J. 1986. The reference reviewer’s responsibilities. The Reference Librarian,15:21-33.RICHARDS, J., J. Platt, and H. Weber. 1985. Longman dictionary of applied linguistics.Essex: Longman.RORTY, R. 1991. Objectivity, relativism, and truth (Philosophical papers - Volume 1).Cambridge: Cambridge University Press.299
ROSALDO, R. 1987. Where objectivity lies: The rhetoric of anthropology. In J. S.Nelson et al. (eds.).1987a. pp. 87-110.RUMELHART, D. E. 1984. Understanding understanding. In J. Flood (ed.).Understanding reading comprehension. Newark, Delaware: International ReadingAssociation, 1984. pp. 1-20.__________. 1980. Schemata: The building blocks of cognition. In R. J. Spiro, B. C.Bruce, and W. C. Brewer (eds.), Theoretical issues in reading comprehension.Hillsdale, NJ: Lawrence Erlbaum. pp. 33-58.SALAGER-MEYER, F. 1992. A text-type and move analysis study of verb tense andmodality distribution in Medical English abstracts. English for Specific Purposes, 11:93-113.__________. 1990. Discoursal flaws in Medical English abstracts: A genre analysis perresearch- and text-type. Text, 10(4):365-84.SANTOS, M. B. 1995. Academic abstracts: a genre analysis. Masters Thesis.Florianópolis, Brazil: PGI/Universidade Federal de Santa Catarina.SCOTT, M. and Johns, T. 1988. Oxford English Software: Microconcord 1.0. Oxford:Oxford University Press.SILVA, T. 1990. Second language composition instruction: developments, issues, anddirections in ESL. In B. Kroll (ed.). Second language writing: Research insights forthe classroom. Cambridge: Cambridge University Press. pp. 11-23.SILVA-CORVALÁN, C. 1983. Tense aspect in oral Spanish narrative: context andmeaning. Language, 59 (4): 760-80.SOKOLIK, M. E. 1990. Learning without rules: PDP and a resolution of the adultlanguage learning paradox. TESOL Quarterly, 24(4):685-96.SPACK, R. 1988a. Initiating ESL students into the academic discourse community: howfar should we go? TESOL Quarterly, 22(1):29-51.__________. 1988b. The author responds to Braine...TESOL Quarterly, 22 (4):703-05.STEINER, D. R. 1981. Historical Journals: A handbook for writers and reviewers.Santa Barbara, Ca: ABC-Clio.STEVENS, N. 1986. Evaluating reference books in theory and practice. The ReferenceLibrarian, 15:9-19.STEWART, A. H. 1991. The role of narrative structure in the transfer of ideas. In C.Bazerman and J. Paradis. (Eds). pp. 120-44.SWALES, J. M. Forthcoming a. Teaching the conference abstract.__________. Forthcoming b. Citation, research space and program space: the case ofLSA abstracts.__________. Forthcoming c. Discourse analysis in professional contexts. To appear inAnnual Review of Applied Linguistics, XI.__________. 1993a. Genre and engagement. Revue Belge de Philologie et D’Histoire,71:687-698.__________. 1993b. The paradox of value: Six treatments in search of the reader. In W.Henderson et al. (eds.). pp. 223-239.300
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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
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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
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 and 308: 2923 Experimental studies on contra
Page 309 and 310: BIZZELL, P. 1982. College compositi
Page 311 and 312: FOUCAULT, M. 1973 [1966]. The order
Page 313: LABOV, W. and J. Waletzky. 1967. Na
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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