Academic Writing: At the Interface of Corpus and Discourse

Academic Writing: At the Interface of Corpus and Discourse

Diane Pecorari

Language: English

Pages: 316

ISBN: 1441112367

Format: PDF / Kindle (mobi) / ePub


Contemporary research into written academic discourse has become increasingly polarised between two approaches: corpus linguistics and discourse analysis. This volume presents a selection of recent work by experts in academic written discourse, and illustrates how corpus linguistics and discourse analysis can work as complementary approaches.

The overall introduction sets the volume against the backdrop of current work in English for Academic Purposes, and introductions to the each section draw out connections between the chapters and put them into context. The contributors are experts in the field and they cover both novice and expert examples of EAP. The book ends with an afterword that provides an agenda-setting closing perspective on the future of EAP research.

It will appeal to reserachers and postgrduates in applied linguistics, corpus linguistics, discourse analysis and EAP.

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research, it is particularly frequent in the gap-indicating strategy (2B), occurring 4.0 times per thousand words (its overall frequency in the corpus being 0.9 per thousand). And it is used in a similar way, to indicate a relative lack of research in an area: Few studies have attempted . . . There were relatively few empirical studies . . . Relatively few empirical studies have involved . . . Academic Writing 8 7 6 5 4 3 2 1 0 ity 1C 1X Su rv ey of re se a tra l im Ce n cla of 1B

competitiveness (. . .) Topic generalization However, the Lambert review of businessuniversity collaboration (Lambert 2003) suggested that spinning out is overemphasized in the UK while licensing might be a better way forward for UK universities Problem This research proposes to explore the reasons universities opt for spin outs instead of licensing. According to real options theory, technological and market uncertainty may affect the way academic inventions will be commercialized. Using this

In a hurry. Bye for now. (Lucinda 4/06) I think is typically followed by that, a noun or pronoun or the followed mostly by an abstract noun. It is often integral to the discussion, associated with giving an opinion or supporting points made by someone else. I think that professionalism is changing (and should do) in response to public expectations (Naomi 4/06) One of the main reasons I think hospital doctors and nurses would be good is . . . (Bethany 1/05) I think I would have to agree with the

issue to be debated is identified (without indication of the stance or approach to be taken by the writer) Preview The direction of the forthcoming discussion or section of discussion is explicitly introduced Summary Preceding discussion points are explicitly summarized or completed Social Encouragement Participants motivate and encourage each other Teasing Participants denigrate each other or each others’ contributions, playfully or otherwise (opposite of Encourage) Deferring Participant

recorded for the Materials corpus are due to the fact that the construction of knowledge in Materials proceeds by experimentation. Thus it is likely that there will be practical restrictions upon the circumstances or outcomes of the research that must be explained: The metal screening of the wires may simply serve to increase this thermal mass and thus damp out the temperature fluctuations due to boiling. (Materials) 164 Academic Writing In general terms, reason and consequence statements

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