Texturing interpersonal meanings in academic argument: pulses and prosodies of value

Hood, S

Texturing interpersonal meanings in academic argument: pulses and prosodies of value

Hood, S

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Publisher:: Equinox
Publication Type:: Chapter
Citation:: Text Type and Texture, 2009, 1, pp. 214 - 233
Issue Date:: 2009-01

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Field	Value	Language
dc.contributor.author	Hood, S https://orcid.org/0000-0001-8171-423X	en_US
dc.contributor.editor	Forey, G	en_US
dc.contributor.editor	Thompson, G	en_US
dc.date.issued	2009-01	en_US
dc.identifier.citation	Text Type and Texture, 2009, 1, pp. 214 - 233	en_US
dc.identifier.isbn	978-1-84553214-7	en_US
dc.identifier.uri	http://hdl.handle.net/10453/8189
dc.description.abstract	There is a very extensive research literature on the organisational structuring of academic texts as genres, both from a pragmatic perspective (e.g, Swales 1990; Dudley-Evans 1994; Paltridge 1997; Hyland 2002), sometimes referred to as EAP genre theory (d. Hyon 1996), and from genre theory within Systemic Functional linguistics (SFL) (e.g, Drury 1991; Schleppegre112004; Coffin et at. 2005). Theoretical differences in the conception of genre translate into different practices in the analysis and justification of stages, but from both theoretical perspectives resultant descriptions have had an important impact on academic literacy programs. However, such descriptions do not in themselves exhaust the process of analysis in how meanings pattern and unfold in texts.	en_US
dc.publisher	Equinox	en_US
dc.relation.ispartof	Text Type and Texture	en_US
dc.title	Texturing interpersonal meanings in academic argument: pulses and prosodies of value	en_US
dc.type	Chapter
utslib.location	London, UK	en_US
utslib.for	2004 Linguistics	en_US
utslib.citation.edition	1	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Adult Learning and Applied Linguistics Program
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	London, UK	en_US

Abstract:

There is a very extensive research literature on the organisational structuring of academic texts as genres, both from a pragmatic perspective (e.g, Swales 1990; Dudley-Evans 1994; Paltridge 1997; Hyland 2002), sometimes referred to as EAP genre theory (d. Hyon 1996), and from genre theory within Systemic Functional linguistics (SFL) (e.g, Drury 1991; Schleppegre112004; Coffin et at. 2005). Theoretical differences in the conception of genre translate into different practices in the analysis and justification of stages, but from both theoretical perspectives resultant descriptions have had an important impact on academic literacy programs. However, such descriptions do not in themselves exhaust the process of analysis in how meanings pattern and unfold in texts.

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http://hdl.handle.net/10453/8189