In Sections I and II of this book, we considered general issues regarding



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7. Academic Discourse

may well 
be that this measure is too strict . . .
Hedging is only interpretable within its disciplinary and generic contexts
and achieving the appropriate level of hedging is part of what students learn 


Academic discourse 101
as they become familiar with disciplinary norms and expectations. How-
ever, work on recognizing, understanding and incorporating hedges will 
sensitize students to the importance of this area and help them deal with it 
more competently.
Intertextuality and source use
Another key characteristic of academic discourse is its intertextuality. In 
other words, academic texts constantly refer to the work of earlier research-
ers, making use of it in the construction of the author’s own arguments. The 
use of sources can pose significant problems for EAP students, ranging from 
the mechanics of citation conventions to issues surrounding plagiarism (see 
Chapter 12).
Different citation conventions are followed in different fields and students 
must be aware of and use the appropriate conventions. However, good 
source use is much more complex than simply following conventions; cita-
tion is a key tool for achieving the purpose of the text. Varying the form 
of citation allows the writer to create different rhetorical effects, and there 
are several different aspects that deserve students’ attention. First, citations 
can be categorized into two types according to the way in which they are 
incorporated into the text (Swales, 1990). In integral citation, the name of 
the cited author has a role in the grammar of the reporting sentence; in non-
integral citation, the name of the cited author appears in parentheses or a 
number refers to the name, which is given in the list of references.

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