By John Flowerdew
Academic Discourse offers a suite of specifically commissioned articles at the topic of educational discourse. Divided into sections overlaying the most techniques, each one starts off with a cutting-edge review of the procedure and maintains with exemplificatory empirical studies. style research, corpus linguistics, contrastive rhetoric and ethnography are comprehensively coated during the research of varied educational genres: learn articles, PhD those, textbooks, argumentative essays, and company cases. Academic Discourse brings jointly state-of-the paintings research and idea in one volume. It additionally gains: - an advent which supplies a survey and cause for the fabric - implications for pedagogy on the finish of every bankruptcy- topical evaluation articles with instance experiences- a word list The breadth of serious writing, and from a large geographical unfold, makes Academic Discourse a clean and insightful addition to the sector of discourse research.
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Additional info for Academic Discourse
A law case, on the o th er hand, is a rep o rt o f the opinion o f a particular ju d g e based on the real negotiation o f justice in a court o f law. Law cases are records o f court proceedings to be used as precedents for future judgm ents. In academ ic contexts, cases dem onstrate the nature and logic o f judicial reasoning in the negotiation of justice. In law courts, cases are used to sup p o rt o r dispute argum ents. W isdom (1964) claims ‘the process of legal argum entation in cases’ is no t a ‘chain’ o f dem onstrative reasoning.
Cases in business an d law. Cases form a significant p art o f the repertoire o f disciplinary discourses in b oth business and law. These are often viewed as a record o f past events, leading to the identification o f problem atic issues, contextualising o p p o rtu n ities for the discussion and illustration o f im portant disciplinary concepts. T he generic realisations also begin with a som ewhat characteristic narration and description o f facts, leading to the identification o f problem s, discussion o f issues at stake, an d finally to a solution o r ju d g em en t based on disciplinary principles.
In the case o f the textbook genre from econom ics and law, for instance, one may obviously find some similarities in the two dis ciplines, especially in the use of rhetorical strategies to make what we u n d er stand as established disciplinary knowledge accessible to uninitiated readers. Angela Tadros (1989) rightly claims th at h er m odel o f discourse prediction works for econom ics and law, in that in both o f them one finds predictive categories like reporting, question, advance labelling, enumeration, recapitulation, and hypotheticality.