universidade federal de santa catarina pós-graduação em letras ...

41industry and how these can ultimately influence the perceived relevance of the book).These contextual elements revolve around, taking part in the main body of knowledgeproduction practices (research, teaching, publishing) that consolidate chemistry as arecognizable discipline, as represented in Figure 2-5, where contextual elementsgravitate around the disciplinary nucleus of knowledge production.______________________________________________________________________________________________________________________________________Figure 2-5 Contextual elements involved in the genre of BRsThese are complex issues that surface in academic texts with variable intensity. Instudies of disciplinary contexts (for example, Bazerman, 1988; Myers, 1990),researchers tend to emphasize what can be called ‘accordance with the existingdiscipline’ (Myers, 1990:59), i.e., that academic texts must reflect the writer’sunderstanding of disciplinary values and body of knowledge. The definition given abovefor the genre states that BRs constitute a ‘genre used in an apart interaction...whenmembers provide or search for evaluation and description of a given book within aspecific field’ (Motta-Roth, 1993). In that respect, the GSP predicted to (loosely)