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67CHAPTER 3SEEKING FOR AN INSIDER’S VIEW ON GENRE3.0 IntroductionAfter reviewing some of the literature on genre studies in Chapter 2, in the presentchapter I will discuss book reviewing in the light of the information obtained ininterviews with BR editors and of the limited literature produced about the topic.Considering the underlying assumption of this study that genre comprises aninterconnection of text and context features, the purpose of this chapter is to discuss howthe genre of Brs functions in the disciplinary contexts of linguistics, chemistry, andeconomics. As a way to provide groundwork for the chapters that zoom into text featuresof BRs in these three disciplines, I will start the discussion by describing the proceduresadopted in eliciting the editor’s opinions about book reviewing. Then I will try to presenttheir views without losing sight of the background information provided by the fewtheoretical texts I was able to find on the genre.To my present knowledge, it seems that only a small number of books (Drewry,1966; Steiner, 1981) and articles (Wiley, 1993; Retting, 1986; Sweetland, 1986;Grefrath, 1986; Stevens, 1986) have focused on reviewing practices of academic books.Most of the available literature on book reviewing is written by and for librarians in anattempt to provide general advice on the kind of information to include in a review ofreference books. Nevertheless, the information contained in this material is relevant for
68the discussion that follows because it shows how editors’ intuitions correspond to whatother scholars investigating the genre have to say.3.1 Interviews with book review editors3.1.1 ObjectivesThree journal editors were interviewed (each working in one of the selecteddisciplines for the study), with the objective of eliciting information on how BR editingand publishing occur and how expert members of these disciplinary communities seeBRs and reviewers.As already mentioned in Chapter 2, this ethnographic approach to the data wasexpected to elicit relevant information about book reviewing practices adopted inlinguistics, chemistry, and economics. This, in turn, was expected to help me draw aprofile of the communication practices adopted in each discipline as far as BRs areconcerned.The interviews provided information about the role played by BRs in the repertoireof academic genres. Among other things, the editors were asked how they saw their ownfield and which features of the disciplinary context should be taken into account inevaluating a book. Also, questions about who writes BRs, their significance to the field,and the kind of information expected to be conveyed by the genre were discussed. Theinterviews also served to inform the researcher about the fields of chemistry andeconomics to which applied linguists are commonly alien.
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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
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
Page 57 and 58: 42correspond to the above definitio
Page 59 and 60: 44of the genre. Typification of the
Page 61 and 62: 46_________________________________
Page 63 and 64: 48(ibid.) finds that certain lingui
Page 65 and 66: 50Step 3 - Indicating RA structure:
Page 67 and 68: 52Dudley-Evans acknowledges the pre
Page 69 and 70: 542.4.2 Evaluation in book reviewAs
Page 71 and 72: 56that of establishing the criteria
Page 73 and 74: 58pertaining to linguistic and disc
Page 75 and 76: 60‘evaluating’ starts). If, how
Page 77 and 78: 62there have been studies that have
Page 79 and 80: 64meaning only in terms of communic
Page 81: 66viii ‘The grammatical and/or le
Page 85 and 86: 70two weeks, the linguistics editor
Page 87 and 88: 72to the journal. Less frequently,
Page 89 and 90: 74different perspectives on the rol
Page 91 and 92: 76Although their main role is to en
Page 93 and 94: 78Senior scholars in the field are
Page 95 and 96: 80manifestation of agreement (1), a
Page 97 and 98: 82[C]Most journals are expensive in
Page 99 and 100: 84In general, then, BRs have a far
Page 101 and 102: 86L, however, expects an in-depth a
Page 103 and 104: 88[E]We are published by the Americ
Page 105 and 106: 90to offer the reader his views on
Page 107 and 108: 923.2.7 Book review formatBook revi
Page 109 and 110: 94[E]We also identify some particul
Page 111 and 112: 96main technological and scientific
Page 113 and 114: 98We do encourage people to make ju
Page 115 and 116: 100According to the editors, bold o
Page 117 and 118: 102A second set of conclusions refe
Page 119 and 120: 104In the following chapter (Chapte
Page 121 and 122: 1064.1 The corpusThe corpus of the
Page 123 and 124: 108Probably because they are not th
Page 125 and 126: 110journals, five (5) economics jou
Page 127 and 128: 112out by the chemistry BR editor,
Page 129 and 130: 114was also evidenced in the report
Page 131 and 132: 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
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340• sensitivity• integration o
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