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321CONCORDANCE (a)CONCORDANCE (b)CONCORDANCE (c)• ChemistryTable 0-Erro! Apenas o documento principal. - Chemistry: Comprehensive-SpecificPraise• wealth of topics• wide readership• surveys an extensive literature• comprehensive, highly condensed, systematiccollection of literature references• discusses a number of topics not ordinarilyencountered in a standard courseBlame• too specialized for the average chemist• too highly specialized for reading by the averagesilicon chemistTable 0-Erro! Apenas o documento principal. - Chemistry: Recent - OutdatedPraise• newer, timely• up-to-date• useful information as to current trends• recent applications are also considered• a few chapters have references through early 1988Blame• outmoded discussion• more recent work is not discussed• contributions should be more up-to-date• developments cited are more than about 20 years old• newer experimental methods are not discussed
322Table 0-Erro! Apenas o documento principal. - Chemistry: Deep-SimplisticPraise• adequately detailed• sufficient depth to be quite useful• thorough author and subject indices• sufficient mathematical treatment of eachappropriate topic• book treats with great thoroughness the presentstate of knowledgeBlame• terse• cursory chapters• lack of depth and rigor• rather weak discussion• topic received insufficient attention• LinguisticsTable 0-Erro! Apenas o documento principal. - Linguistics: Clear-UndefinedPraise• clear and coherent overview• theoretically explicit• understandable• convincing argument/model• defines conceptsBlame• unclear/opaque• basic inaccuracies in definitions• fuzzy theory with much room for improvement• lack of coherent and definitive statement of functionalprinciples• leaves too much for the reader’s ability to read betweenthe linesTable 0-Erro! Apenas o documento principal. - Linguistics: Testable- SpeculativePraise• sharpens ideas into empirically testable hypotheses• examples from actual texts• data-oriented• richness of examples• demonstratesBlame• speculative in its conclusions• heavily biased• do not present [evidences]• misleading• dubious study
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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
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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
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 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 335: 320Table 0-Erro! Apenas o documento
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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