Campus Units

English

Document Type

Article

Publication Version

Accepted Manuscript

Publication Date

2016

Journal or Book Title

Writing and Pedagogy

Volume

87

Issue

1

First Page

33

Last Page

64

DOI

10.1558/wap.v8il.27661

Abstract

Producing publishable quality research articles is a difficult task for novice scholarly writers. Particularly challenging is writing the Discussion/Conclusion section, which requires taking evaluative and interpretive stances on obtained results and substantiating claims regarding the worth of the scholarly contribution of the article to scientific knowledge. Conforming to the expectations of the target disciplinary community adds another dimension to the challenge. Corpus-based genre analysis can foster postgraduate writing instruction by providing insightful descriptions of rhetorical patterns and variation in disciplinary discourse. This paper introduces a pedagogically-oriented cross-disciplinary model of moves and steps devised through top-down corpus analysis. The model was applied to pedagogical materials and tasks designed to enhance genre and corpus-based teaching of Discussion/ Conclusions with an explicit focus on rhetorical conventions.

Comments

This is a manuscript of an article from Writing & Pedagogy 8 (2016): 33, doi: 10.1558/wap.v8il.27661. Posted with permission.

Copyright Owner

Equinox Publishing

Language

en

File Format

application/pdf

Published Version

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