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摘要：It is widely recognized that academic discourse construes not only consensus, but also debate, which can sometimes be contentious. To gain a deeper insight into the rhetoric of disagreement in language studies, this article analyzes replies/responses, a genre whose primary communicative purpose is to challenge the counterclaims raised in previous publications. To rebut criticisms of their work or of the school/theory they associate themselves with, linguists use two strategies: first, they combine the arguments supporting their position with those discrediting criticism; and second, they provide only the arguments substantiating their views. Categorization of the arguments according to the rhetorical appeals they rely on reveals that the first strategy has two realizations -- basic and expanded. The basic realization pairs the arguments strengthening an author's logos and ethos with the arguments weakening a critic's logos. It can be expanded to include pathos appeals to emphasize an author's adherence to and/or a critic's flouting of the community expectations, as well as the arguments weakening a critic's ethos. The second strategy employs all three means of persuasion to support an author's logic, trustworthiness, and alignment with the disciplinary norms. These findings are relevant to the study of disciplinary rhetoric and advanced student training. [Copyright The American University; published by Elsevier Ltd.]

摘要：Extended noun phrases are a feature of academic prose. An analysis of noun phrases in the writing of international students on an EAP course in New Zealand showed that their use of noun modifiers was atypical of academic writing in general. One example is that nouns as noun pre-modifiers were used relatively infrequently. Our purpose in this article is to present an approach to task development that can usefully guide teachers in developing their own complex noun phrase tasks. Our exemplar task aims to increase learners' understanding and use of noun-noun phrases with repeated application to many different academic texts throughout a programme of study. Adapted from the source document

摘要：This article reports on a mixed-methods study of Chinese university students' knowledge of and attitudes toward plagiarism in English academic writing. A sample of 270 undergraduates from two Chinese universities rated three short English passages under different conditions, provided open-ended responses to justify their ratings, and completed a written questionnaire. The rating tasks were designed to determine their ability to recognize two forms of intertextuality (i.e., unacknowledged copying and paraphrasing) generally regarded as plagiarism in Anglo-American academia. The questionnaire was administered to collect self-appraisals of competence in source use and to assess declarative knowledge of intertextual practices that match typical Anglo-American definitions of blatant and subtle plagiarism. Qualitative and quantitative analyses revealed that a minority of the students recognized the two forms of plagiarism and generally took a punitive attitude toward the detected cases of plagiarism. Further quantitative analyses found that discipline, self-reported competence in referencing, and knowledge of subtle plagiarism were consistently significant predictors of successful plagiarism detection. These findings raise questions about some culturally based interpretations of plagiarism and point to the need to take a nuanced approach to plagiarism in L2 writing. Adapted from the source document

摘要：This article examines the stance options used by writers responding to a data description task in the discipline of Statistics. Based on a small learner corpus, it uses inductive qualitative content analysis to explore both the content propositions that students included in their writing, and the ways in which they expressed evaluative stance vis-a-vis such propositions. In the light of an interview with a specialist informant, the article discusses the appropriacy of the content choices and stance options taken by students. It then discusses the potential exploitation of the learner corpus for pedagogic purposes. [Copyright The American University; published by Elsevier Ltd.]

摘要：Native English-speaking (NES) English teachers at universities in English as a foreign language (EFL) contexts are sometimes asked to edit English manuscripts written by non-native English-speaking (NNES) colleagues in scientific fields. However, professional peers may differ from English teachers in their approach towards editing scientific manuscripts (Benfield & Howard, 2000). This study examined (1) editing strategies used by NES English teachers at Japanese universities with different amounts of medical editing experience, compared to those used by NES healthcare professionals in editing an abstract written by a Japanese medical researcher; (2) points where participants felt the need to consult with the abstract's author; (3) revisions affecting definite articles; and (4) editors' attitudes towards editing. Results reveal that disciplinary knowledge and medical editing experience did not significantly impact editing strategies, but did impact the number of points where consultation was considered necessary, as well as revisions affecting definite articles. English teachers' ambivalence towards editing was also revealed. We argue that greater collaboration between English teachers and researchers in scientific fields is needed, and that consultation and clarity should become themes in courses designed for graduate and undergraduate EFL students. [Copyright The American University; published by Elsevier Ltd.]

摘要：Evaluations of prior scholarship play a crucial role in the literature review (LR) of a research article by showing how the boundary of an area of inquiry can be further advanced by the writer's work. Yet, many inexperienced writers find evaluating others' work a major challenge. Although the task has received some attention in research and writing manuals, advice given tends to be rather general, often with little distinction made of practices followed in different paradigms. This gap could have resulted from the scarcity of empirical work in this regard. Motivated by both these gaps, this study examines how researchers in two paradigms evaluate others' work in LRs. LRs of 80 articles were collected from four journals of Information Systems. Forty of the articles were drawn from two journals that follow a strong behavioural science research paradigm while the other 40 were from two journals that show a strong design science research paradigm. Evaluations in the LRs were analyzed based on a conceptual framework developed from the CARS model (Swales, 1990) and the work on academic evaluations in Hunston (1993a, 1993b) and Hunston and Thompson (2000). The analysis aims to characterize and compare (a) the major types of evaluation acts performed by writers in the two research domains, (b) the entities that they evaluate and (c) the value parameters they employ. Results show marked cross-domain differences in the three areas. This article will discuss how the findings and the integrated conceptual framework can inform teaching of evaluations in LRs. [Copyright The American University; published by Elsevier Ltd.]

摘要：This paper presents an analysis of the major generic structures of empirical research articles (RAs), with a particular focus on disciplinary variation and the relationship between the adjacent sections in the introductory and concluding parts. The findings were derived from a close 'manual' analysis of 433 recent empirical RAs from high-impact English-language journals in 39 disciplines in the fields of engineering, applied sciences, social sciences and the humanities. This analysis reveals that while many empirical RAs follow the 'standard' Introduction -- Method -- Results -- Discussion (IMRD) pattern, this structure is not the default option for organizing such studies. The findings indicate that the most frequently used structural pattern is Introduction -- Literature Review -- Method -- Results and Discussion -- Conclusion (ILM[RD]C). The other prominent patterns found in the corpus are IM[RD]C, IMRDC, ILMRDC and ILMRD. The paper identifies and highlights the importance of the sections that are not fully accounted for in the conventional IMRD framework, namely the Literature Review (L), the merged (as opposed to separated) Results and Discussion [RD], and the Conclusion (C). The paper concludes by discussing the implications of the study for academic writing research as well as the design of RA writing courses and materials for research students and early-career academics. [Copyright The American University; published by Elsevier Ltd.]

摘要：Recent ESP research into academic writing has shown how writers convey their stance and interact with readers across different disciplines. However, little research has been carried out into the disciplinary writing practices of the pure mathematics academic community from an ESP genre analysis perspective. This study begins to address this gap by applying Hyland's stance and engagement framework to pure mathematics research articles. The data consists of a corpus of 25 articles collected from five authors and semi-structured interviews with the same authors. The results of the corpus analysis reveal a low number of hedges and attitude markers compared to other hard and soft disciplines, but higher than expected shared knowledge and reader references. Furthermore, triangulation with interview data suggests that the epistemology and research practices of the discourse community can account for these frequency patterns, and that writers are conscious of the need to situate oneself within the norms of the discourse community by adhering to disciplinary writing conventions. The study also confirms that Hyland's framework can be usefully applied to pure mathematics research articles, although the boundaries between categories in the taxonomy are fuzzier than a stance/engagement dichotomy might suggest. [Copyright The American University; published by Elsevier Ltd.]

摘要：In order for discourse to be considered idiomatic, it needs to exhibit features like fluency and pragmatically appropriate language use. Advances in corpus linguistics make it possible to examine idiomaticity from the perspective of recurrent word combinations. One approach to capture such word combinations is by the automatic retrieval of lexical bundles. We investigated the use of English-language lexical bundles in advanced learner writing by L1 speakers of Swedish and in comparable native-speaker writing, all produced by undergraduate university students in the discipline of linguistics. The material was culled from a new corpus of university student writing, the Stockholm University Student English Corpus (SUSEC), amounting to over one million words. The investigation involved a quantitative analysis of the use of four-word lexical bundles and a qualitative analysis of the functions they serve. The results show that the native speakers have a larger number of types of lexical bundles, which are also more varied, such as unattended 'this' bundles, existential 'there' bundles, and hedging bundles. Other lexical bundles which were found to be more common and more varied in the native-speaker data involved negations. The findings are shown to be largely similar to those of the phraseological research tradition in SLA. [Copyright The American University; published by Elsevier Ltd.]

摘要：Using the academic writing sub-corpora of the Corpus of Contemporary American English and the British National Corpus as data and building on previous research, this study strives to identify the most frequently-used multi-word constructions (MWCs) of various types (e.g., idioms, lexical bundles, and phrasal/prepositional verbs) in general academic writing across the academic divisions of the corpora and to examine their usage patterns. The study produces: (1) a list of the 228 most common MWCs in general academic written English across the academic divisions in the corpora, organized by frequency and semantic function respectively, (2) new findings regarding the usage patterns of academic written MWCs, and (3) results about differences in the use of MWCs between American and British English. The study also demonstrates the critical importance of using large corpora in the study of MWCs in general academic writing. [Copyright The American University; published by Elsevier Ltd.]

摘要：This paper seeks to analyse discourse patterns of legal opinions in two languages and cultures -- namely, Legal Problem Question Answers (LPQs) in the UK academic writing context and Pareri (Ps) in the Italian professional writing context. The qualitative and quantitative analysis of discourse in this paper, based on the tenets of genre analysis, was carried out on a small collection of Model Answer texts to Problem Questions used in the two legal cultures. Findings indicate that while LPQs and Ps mostly bear similarities in the relevant rhetorical organisational patterns, they also show differences in the use of lexico-grammatical resources. It is argued that the generic and discoursal patterns resulting from the written data are determined by the writers' disciplinary (legal) culture and language, which are appropriate to legal discourse practices of Western local jurisdictions. [Copyright The American University; published by Elsevier Ltd.]

摘要：There has been increasing interest in the possible applications of corpora to both linguistic research and pedagogy. This study takes a corpus-based, genre-analytic approach to discipline-specific materials development. Combining corpus analysis with genre analysis makes it possible to develop teaching materials that are not only authentic but also research-supported. An RA corpus consisting of 60 research articles from three major journals of computer science was constructed. A word frequency list derived from the corpus was analyzed to develop a vocabulary profile for the genre. Move analysis was also conducted based on a self-developed coding scheme of rhetorical moves in the target genre. The move codes were tagged in the corpus texts so that individual moves and move patterns could be retrieved for the purpose of developing research-based online teaching materials for graduate students of computer science. Numerous examples of specialized vocabulary, grammatical usage, and move structures that showcase and characterize academic computer science discourse were used in not only lessons but also learning tasks, discussion topics, and online writing models. The paper ends with a discussion of the usefulness and effectiveness of the online RA writing materials, based on student feedback and assessments. We combine corpus-based with genre-analytic approach to develop research-based online courseware for graduate students of computer science. We build a corpus of 60 research articles. We analyze word frequency and rhetorical moves in each section from the corpus. The online courseware includes examples of specialized vocabulary, grammatical usages, move structures, and learning tasks. The usefulness and effectiveness of the online courseware are evaluated by student feedback and assessments. [Copyright The American University; published by Elsevier Ltd.]

摘要：Writing the Discussion section of a laboratory report or dissertation is difficult for students to master. It involves complex causal, conditional and purposive argument; this argument guides the reader from acceptance of the relatively uncontroversial data to acceptance of the writers knowledge claim. Students benefit therefore if they are assisted in acquiring the lexico-grammar commonly used in discussion of results. To explore the lexico-grammar of Discussions, this article relies on two small corpora, one of physics research articles and the other of student physics laboratory reports. The article employs both a clause by clause analysis and concordancing software to identify the key ways of expressing these meanings. It finds the means employed in the student writing to be more congruent, more emphatic and less closely argued than in the research article corpus, and suggests specific grammatical resources which might form the subject of tasks from which students could benefit. Discussion sections in student laboratory reports and research articles are compared. Expression of causal, conditional, purposive meaning is considered. The laboratory reports rely on a smaller range of resources to express these. They use, in particular, conjunctions rather than nominal groups, verbs, or adverbial groups. Research articles are more persuasive and less emphatic than student lab reports. [Copyright The American University; published by Elsevier Ltd.]

摘要：This paper is a preliminary investigation into how the context of student life influences student writing. Specifically, activity theory is drawn upon to explore how the role of assessment affects students' attempts to participate in knowledge-producing communities, a relatively under-researched aspect of student writing. To identify rhetorical characteristics characteristic to student writing, the introductory sections of masters theses in the field of educational philosophy are compared with the introductory sections of journal articles published within the same discipline. The analysis is framed using Samraj's (2008) modification of Swale's (1990) "Create-A-Research-Space" model for philosophy texts, and specific attention is paid to how students present themselves as agents through their use of inter-textuality and the use of the first-person pronoun. It is suggested that student writers represent themselves as accomplishing more tasks, thereby asserting themselves as experts in ways published authors need not. Activity theory is used to link the distinctive rhetorical practices of student theses to the functions they serve in academic settings. As primarily a theoretical piece, this paper makes an argument in favour of a rhetorical, context-sensitive approach to the study of student writing. The texts analysed serve to exemplify the power and utility of this approach. Activity theory used to examine influence of context on Masters level writing. Introductory sections of Masters theses compared with published texts in same field. Specific school based requirements influence rhetorical moves. Students emphasize their role as agents in their writing. Students assert their knowledge and stress their actions on prior knowledge. [Copyright The American University; published by Elsevier Ltd.]

摘要：The process of writing journal articles is increasingly being seen as a collaborative process, especially where the authors are English as an Additional Language (EAL) academics. This study examines the changes made in terms of register to EAL writers' journal articles by a native-speaker writing centre advisor at a private university in Turkey. An innovative five category framework focusing specifically on nouns and associated elements is described and used to classify the advisor's changes to a sample of nine research articles in the field of social science. An analysis of these changes concludes that non-finite clauses are especially underused by the writers in this study. The implications of EAL writers' under use of this structure and other academic written register forms are considered, and suggestions are made for raising awareness of register, both for EAL writers and the language professionals who help them. [Copyright The American University; published by Elsevier Ltd.]

摘要：There is currently much interest in creating pedagogically-oriented descriptions of formulaic language. Research in this area has typically taken what we call a 'form-first' approach, in which formulas are identified as the most frequent recurrent forms in a relevant corpus. While this research continues to yield valuable results, the present paper argues that much can also be gained by taking a 'function-first' approach, in which a corpus is first annotated for communicative functions and formulas are then identified as the recurrent patterns associated with each function. We demonstrate this approach through a comparative analysis of introductions to student essays and research articles. Focusing on one particularly common communicative function, the analysis demonstrates that (1) this function is more common in student essays than in articles; (2) both the choice to use the function and the choice of linguistic forms that realize the function vary across subject areas in research articles, but not in student essays; (3) research articles tend to be more formulaic in expressing the function than student essays; and (4) some parts of the forms used are highly formulaic, while others are more open. The key formulas are described and suggestions made regarding their pedagogical presentation. [Copyright The American University; published by Elsevier Ltd.]

摘要：This study investigates the use of this and these as pronouns versus determiners in a corpus of research articles in Applied Linguistics and Materials and Civil Engineering. The study reveals that authors in the two disciplines use both structures in a similar manner, with pronominal uses constituting one-fifth of all occurrences. Five types of nouns were found to follow this/these as determiners: concrete, deictic, shell ([Hunston and Francis, 2000] and [Schmid, 2000]), adverbial head, and other abstract nouns. Shell nouns constituted over 40% of all nouns following this/these as determiners. The functions of shell nouns and their high frequency of occurrence lead to the conclusion that this/these + shell noun is a frequently used cohesive structure in academic research articles. The knowledge gained by this study can increase awareness of these demonstrative structures in composition instructors and L2 writers, leading to clearer, more cohesive texts. [Copyright The American University; published by Elsevier Ltd.]

摘要：This article explores the potential of dual-language cross-cultural peer review and how it improves on traditional monolingual and monocultural peer review. Drawing on scholarship related to international exchange programmes, peer review, and two-way immersion programmes in the United States as well as data collected while facilitating the proposed model of peer review in Chile, the author explains how the type of peer review discussed here may help students develop writing abilities in their second language while promoting greater cross-cultural understanding. Adapted from the source document

摘要：This article poses the following research question: How do multilingual students in higher education negotiate the multi in their multilingualism and multiliteracies? The article presents data from a qualitative study conducted with eight multilingual undergraduate university students in which the participants describe their complex multilingualism and literacy practices in interviews and provide samples of their formal and less formal literacies for analysis. Findings show that participants creatively use their multilingual and multiliterate competencies in safe informal contexts, but in high-stakes academic contexts they relegate these competencies to conform to institutional expectations of standard academic writing in English. Analysis involves an interweaving of several theoretical perspectives: multilingualism as something combined and hybrid rather than discrete languages, multiliteracies, academic literacies, and identity formation as performed and negotiated in relation to powerful social and institutional discourses. The authors find the participants of the present study to be highly reflexive, knowledgeable, and skilled transnational learners, a finding that challenges pervasive discourses around multilingual learners that focus on deficit and remediation. Adapted from the source document

摘要：Studies on translanguaging of multilingual students have turned their attention to teachable strategies in classrooms. This study is based on the assumption that it is possible to learn from students' translanguaging strategies while developing their proficiency through a dialogical pedagogy. Based on a classroom ethnography, this article describes the translanguaging strategies of a Saudi Arabian undergraduate student in her essay writing. Her strategies are classified through thematic coding of multiple forms of data: drafts of essay, journals, classroom assignments, peer review, stimulated recall, and member check. The strategies are of 4 types: recontextualization strategies, voice strategies, interactional strategies, and textualization strategies. The study describes how the feedback of the instructor and peers can help students question their choices, think critically about diverse options, assess the effectiveness of their choices, and develop metacognitive awareness. Adapted from the source document