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RESUMORHETORICAL FEATURES AND DISCIPLINARY CULTURES:A GENRE-BASED STUDY OF ACADEMIC BOOK REVIEWS IN LINGUISTICS,CHEMISTRY, AND ECONOMICSDÉSIRÉE MOTTA-ROTHUNIVERSIDADE FEDERAL DE SANTA CATARINA1995Professor Orientador: José Luiz MeurerCada vez mais, evidencia-se em Lingüística Aplicada e, mais especificamente, noEnsino de Línguas para Fins Acadêmicos, o interesse pela interação entre texto econtexto. Partindo dessa visão, o ensino de leitura e produção do texto acadêmico eminglês tem se apoiado em estudos sobre práticas discursivas adotadas em contextosdisciplinares específicos. Assim, com o objetivo de investigar as conexões existentesentre retórica e discursos disciplinares, desenvolveu-se uma análise textual do gêneroacadêmico resenha crítica em inglês, enfocando-se movimentos retóricos e termos deelogio e crítica presentes em cento e oitenta exemplares coletados em revistasacadêmicas em lingüística, economia e química. A análise, alimentando-se deinformações obtidas em entrevistas com um editor de resenhas de revistas acadêmicasem cada área, apóia-se sobre duas hipóteses básicas. Em primeiro lugar, que osexemplares no corpus apresentam certos traços retóricos invariáveis que possibilitam aescritor e leitor reconhecerem esses textos como pertencentes a um mesmo gênerodiscursivo. Em segundo lugar, que há alguma variação em traços mais estritamenterelacionados às tradições e convenções da disciplina. Ao mesmo tempo queregularidades de função, conteúdo e forma da informação, apontam para a existência deum mesmo gênero textual, a análise demonstrou que, em Economia, maior ênfase é dadaà matematicidade dos modelos usados, em Lingüística, à criatividade da elaboraçãoteórica e, em Química, à rapidez no avanço do conhecimento, na avaliação e descriçãode novas publicações. Essas variações específicas na maneira como resenhadores decada disciplina realizam avaliação e descrição indicam a necessidade de se explorar, noensino de línguas, as características macroestruturais de gêneros acadêmicos, sem deixarde considerar as idiossincrasias das práticas discursivas em cada disciplina. Concluiu-seque a apropriação do mesmo gênero textual em cada disciplina responde à organizaçãoepistemológica da área de conhecimento, evidenciando-se assim as conexões entre textoe contexto de produção. A exploração da diversidade de valores e recortesepistemológicos de culturas disciplinares pode contribuir para a formação de leitores eescritores mais críticos em relação às práticas discursivas encontradas em textosacadêmicos em suas respectivas disciplinas.Nº de páginas da tese: 311
Nº de palavras da tese: 81.185TABLE OF CONTENTSCHAPTER 1 - INTRODUCTION1.0 Background of the study............................................................................................................... 11.1 Purpose of the study...................................................................................................................... 41.1.1 The choice of texts for the study.............................................................................................. 51.1.2 The choice of the disciplines.................................................................................................... 91.2 Basic hypotheses of the study...................................................................................................... 141.3 Design of the study....................................................................................................................... 151.4 Outline of chapter content........................................................................................................... 17Notes.................................................................................................................................................. 19CHAPTER 2 - GENRE STUDIES AND ACADEMIC DISCOURSE2.0 Introduction................................................................................................................................. 202.1 Origins of Genre Analysis in English for Specific Purposes...................................................... 212.1.1 Process vs. product approaches to writing instruction............................................................. 212.1.2 A reader-oriented approach to writing instruction.................................................................. 252.2 Genre studies ...............................................................................................................................292.2.1 Patterns in discourse.............................................................................................................. 302.2.2 Patterning of contextual features............................................................................................ 322.2.3 Patterning of rhetorical structure............................................................................................ 342.2.3.1 The Generic Structure Potential of discourse................................................................... 372.3 A move -analytical approach to academic discourse.................................................................... 442.3.1 Move analysis of research article introductions....................................................................... 442.3.1.1 Swales’ model of article introductions............................................................................. 462.3.2 Application of move analysis to other academic genres........................................................... 512.4 Using Swales’ genre-analytical approach to study book reviews................................................ 532.4.1 Book review as an academic genre.......................................................................................... 542.4.2 Evaluation in book reviews..................................................................................................... 552.5 Further comments on genre-related issues.................................................................................. 562.5.1 Structural boundaries............................................................................................................. .562.5.2 Genre and register................................................................................................................... 632.5.3 The status of Genre Analysis................................................................................................... 64
Page 2 and 3: Esta tese foi julgada adequada e ap
Page 4 and 5: ACKNOWLEDGEMENTSI would like to tha
Page 8 and 9: Notes..............................
Page 10 and 11: 6.2.1 Differences in length of move
Page 12 and 13: LIST OF TABLESChapter 5Table 5-1- P
Page 14: UNIVERSIDADE FEDERAL DE SANTA CATAR
Page 17 and 18: 2junior scholars (graduate students
Page 19 and 20: 4The assumption is that such a desc
Page 21 and 22: 6genre has been greatly neglected f
Page 23 and 24: 8genres as commonsensical truth, no
Page 25 and 26: 10to reflecting about how these tex
Page 27 and 28: 12Firstly, I will draw on topics re
Page 29 and 30: 14This study thus seeks to obtain a
Page 31 and 32: 16For the investigation of generic
Page 33 and 34: 18of the three selected academic di
Page 35 and 36: 20The controversy between those who
Page 37 and 38: 22correct sentences arranged in app
Page 39 and 40: 24ESL reading, learners that posses
Page 41 and 42: 26faculty audience’ (ibid.), i.e.
Page 43 and 44: 28In the remaining of the chapter,
Page 45 and 46: 30Jamieson is that, after the fall
Page 47 and 48: 32I found that I could not understa
Page 49 and 50: 34Further research in English (Wolf
Page 51 and 52: 362.2.3.1 The Generic Structure Pot
Page 53 and 54: 38Optional elements, on the other h
Page 55 and 56: 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
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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
Page 355 and 356:
340• sensitivity• integration o
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