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By John Flowerdew

 Academic Discourse offers a set of particularly commissioned articles at the topic of educational discourse. Divided into sections overlaying the most ways, every one starts off with a cutting-edge evaluate of the process and keeps with exemplificatory empirical studies.  style research, corpus linguistics, contrastive rhetoric and ethnography are comprehensively lined during the research of assorted educational genres: examine articles, PhD those, textbooks, argumentative essays, and enterprise cases.   Academic Discourse brings jointly state-of-the paintings research and concept in one volume.  It additionally gains: - an advent which supplies a survey and reason for the cloth - implications for pedagogy on the finish of every bankruptcy- topical assessment articles with instance reviews- a word list  The breadth of severe writing, and from a large geographical unfold, makes Academic Discourse a clean and insightful addition to the sphere of discourse research.

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We should . . n o t view EAP teaching too narrowly to exclude the institutional an d social practices in which these pu r­ poses are em bedded. Instead we have to strengthen textual analysis with the insights gained from exam ining how w riting is constructed, in terp reted , and used by experienced m em bers o f the com m unity in their everyday lives. In oth e r words, students need to research n o t only the profession’s principal dis­ courses, b u t also the profession itself. In m ost traditional EAP program m es cross-disciplinary variation is assigned a very low priority at the cost o f pedagogic effectiveness.

However, as Bhatia (1995) points out, such liberties, innovations, creativities, exploitations, whatever on e may choose to call them , are invariably realized w ithin rath e r than outside the generic boundaries, w hichever way o ne may draw them , in term s o f recu rren ce of rhetorical situations (Miller, 1984), consistency o f com m unicative purposes (Swales, 1990, an d Bhatia, 1993), existence an d arran g em en t o f obligatory struc­ tured elem ents (Hasan, 1985). It is never a free-for-all kind o f activity.

Business Studies, on the o ther hand, constitute a variety o f concerns, some o f which may even have sub-disciplinary variations. Accounting, for instance, emphasises prim arily collecting, classifying, recording, analysing, and inter­ preting financial data, Economics em phasises devising theory, collecting and analysing data to verify or refute theories, whereas the em phasis in m arketing is on practical applications o f m arketing theories. Most o f these disciplines crucially d ep en d on business case studies and reports, letters, and m em os to construct and com m unicate their typical disciplinary knowledge and concerns.

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