Academic writing and reader engagement : contrasting questions in English, French, and Spanish corpora / Niall Curry.

Format:

Book

Author/Creator:

Curry, Niall, author.

Series:

Routledge applied corpus linguistics series.

Routledge applied corpus linguistics series

Language:

English

Subjects (All):

Academic writing--Study and teaching (Higher).

Academic writing.

Physical Description:

1 online resource (254 pages)

Edition:

1st ed.

Place of Publication:

Abingdon, Oxon ; New York, New York : Routledge, [2021]

Summary:

This book offers a concise linguistic description of the use and functions of questions in English, French and Spanish and discusses their value to the teaching of academic writing.

Contents:

Cover

Endorsement Page

Half Title

Series Page

Title Page

Copyright Page

Dedication

Table of Contents

List of figures

List of tables

Acknowledgements

Chapter 1: Academic discourse as a social, global, and multilingual discourse

1.1 Introduction

1.2 English, French, and Spanish in the multilingual academy: issues of comparability

1.3 Academic traditions and cultural identity: the impact on academic texts across languages

1.4 Disciplinary discourse communities

1.4.1 The economics disciplinary discourse community

1.5 Genre in academic writing

1.5.1 The research article as a disciplinary genre

1.6 Conclusion

References

Chapter 2: Academic writing, evaluation, and reader engagement in the English, French, and Spanish research article

2.1 Introduction

2.2 The structure of the academic research article in English, French, and Spanish

2.3 Sentence length and structure in the academic research article in English, French, and Spanish

2.4 Markers of voice in the academic research article in English, French, and Spanish

2.5 Past, present, and future forms and verbal modality in the academic research article in English, French, and Spanish

2.6 Evaluation in the English, French, and Spanish academic research article

2.7 Questions as reader engagement in academic writing and the academic research article

2.7.1 Question functions in academic writing research

2.7.2 Direct questions, indirect questions, and question forms in academic writing

Chapter 3: Corpus-based contrastive analysis: Theoretical foundations and applications

3.1 Introduction

3.2 Contrastive linguistics: background and context

3.3 Theoretical foundations in contrastive linguistics

3.3.1 The tertium comparationis in contrastive linguistics.

3.3.2 Theories of equivalence in contrastive linguistics

3.3.3 Challenges in measuring equivalence in contrastive linguistics: towards maximum similarity

3.4 Methodological frameworks in contrastive linguistics

3.5 Corpus linguistics and contrastive linguistics: multilingual corpora and complementary foundations

3.6 Corpus-based contrastive analysis and the current state of the art

Note

Chapter 4: A corpus-based contrastive analysis of direct and indirect questions in English, French, and Spanish

4.1 Introduction

4.2 Data: KIAP-EEFS

4.2.1 KIAP: comparable subcorpus of English and French economics research articles

4.2.2 Building a corpus of Spanish economics research articles comparable to KIAP

4.2.3 Finding questions in KIAP-EEFS

4.3 Tertia comparationis and equivalences: comparing and contrasting questions found in KIAP-EEFS

4.3.1 Tertia comparationis

4.3.2 Equivalence

4.3.2.1 Statistical equivalence: question frequency

4.3.2.2 Pragmatic equivalence: question function

4.3.2.3 Rule equivalence: question length

4.3.2.4 System equivalence: question type and form

4.3.2.5 Translation equivalence: question location in the research article

4.3.2.6 System equivalence: markers of voice in questions

4.3.2.7 System equivalence: present, past, and future forms, and use of verbal modality in questions

4.3.2.8 Rule equivalence: sentence type within questions

4.3.3 Summary

4.4 Corpus-based contrastive analysis: question use as a shared rhetorical feature of reader engagement in English, French, and Spanish

4.5 Corpus-based contrastive analysis: question functions as a shared rhetorical feature of reader engagement in English, French, and Spanish

4.6 Identifying and addressing limitations

4.6.1 Data limitations in KIAP-EEFS

4.6.2 Author identity in KIAP-EEFS.

4.6.3 Comparability challenges in KIAP-EEFS

4.6.4 Methodological limitations in contrastive analyses

4.6.5 Translation competence and judgement variables in corpus-based contrastive analysis

4.7 Closing remarks

Notes

Appendix Articles in specon subcorpus Reference

Chapter 5: Corpus-based contrastive analysis of question use as a shared rhetorical feature of reader engagement in English, French, and Spanish

5.1 Introduction

5.2 Tertium comparationis : question presence in KIAP-EEFS

5.3 Question functions

5.4 Question sentence length

5.5 Question type and form

5.5.1 Indirect questions: illocutionary force indicating devices

5.5.2 IFID: nouns

5.5.3 IFID: adjectives

5.5.4 IFID: verbs

5.6 Location in the text

5.7 Markers of voice, past, present, and future forms and verbal modality, and sentence type

5.7.1 Markers of voice

5.7.2 Past, present, and future forms and verbal modality

5.7.3 Sentence type

5.7.4 Markers of voice, past, present, and future forms and verbal modality, and sentence type: summary

5.8 Manifest similarities of questions based on degree

5.9 Identifying correspondence in question use as reader engagement

5.10 Conclusion

Chapter 6: Corpus-based contrastive analysis of question function as a shared rhetorical feature of reader engagement in English, French, and Spanish: Part I

6.1 Introduction

6.2 Getting attention and focusing the reader

6.2.1 Getting attention and focusing the reader: frequency

6.2.2 Getting attention and focusing the reader: sentence length

6.2.3 Getting attention and focusing the reader: question type and form

6.2.4 Getting attention and focusing the reader: voice, past, present, and future forms and verbal modality, and sentence type

6.2.4.1 Markers of voice.

6.2.4.2 Past, present, and future forms and verbal modality and sentence type

6.2.5 Getting attention and focusing the reader: conclusion

6.3 Framing the discourse

6.3.1 Framing the discourse: frequency

6.3.2 Framing the discourse: sentence length

6.3.3 Framing the discourse: question type and form

6.3.3.1 IFID for indirect questions that frame the discourse

6.3.3.2 IFID: nouns and adjectives

6.3.3.3 IFID: verbs in indirect questions

6.3.4 Framing the discourse: location

6.3.5 Framing the discourse: voice, past, present, and future forms and verbal modality, and sentence type

6.3.5.1 Markers of voice

6.3.5.2 Past, present, and future forms and verbal modality

6.3.5.3 Sentence type

6.3.6 Framing the discourse: conclusion

6.4 Organising the text

6.4.1 Organising the text: frequency

6.4.2 Organising the text: sentence length

6.4.3 Organising the text: question type and form

6.4.3.1 IFID for indirect questions that organise the text

6.4.3.2 IFID: nouns and adjectives

6.4.3.3 IFID: verbs in indirect questions

6.4.4 Organising the text: location

6.4.5 Organising the text: voice, past, present, and future forms and verbal modality, and sentence type

6.4.5.1 Markers of voice

6.4.5.2 Past, present, and future forms, and verbal modality

6.4.5.3 Sentence type

6.4.6 Organising the text: conclusion

6.5 Conclusion: Part I

Chapter 7: Corpus-based contrastive analysis of question function as a shared rhetorical feature of reader engagement in English, French, and Spanish: Part II

7.1 Introduction

7.2 Creating a niche

7.2.1 Creating a niche: frequency

7.2.2 Creating a niche: sentence length

7.2.3 Creating a niche: question type and form

7.2.3.1 IFID for indirect questions that create a niche

7.2.4 Creating a niche: location.

7.2.5 Creating a niche: voice, past, present, and future forms and verbal modality, and sentence type

7.2.5.1 Voice, past, present, and future forms and verbal modality

7.2.5.2 Sentence type

7.2.6 Creating a niche: conclusion

7.3 Expressing an attitude and counter-claiming

7.3.1 Expressing an attitude and counter-claiming: frequency

7.3.2 Expressing an attitude and counter-claiming: sentence length

7.3.3 Expressing an attitude and counter-claiming: question type and form

7.3.3.1 IFID for questions that express an attitude and counter-claim

7.3.4 Expressing an attitude and counter-claiming: location

7.3.5 Expressing an attitude and counter-claiming: voice, past, present, and future forms and verbal modality, and sentence type

7.3.6 Expressing an attitude and counter-claiming: conclusion

7.4 Setting up claims and protecting the writer

7.4.1 Setting up claims and protecting the writer: frequency

7.4.2 Setting up claims and protecting the writer: sentence length

7.4.3 Setting up claims and protecting the writer: question type and form

7.4.3.1 IFID for indirect questions that set up claims and protect the writer

7.4.3.2 IFID: nouns and adjectives in indirect questions

7.4.3.3 IFID: verbs in indirect questions

7.4.4 Setting up claims and protecting the writer: location

7.4.5 Setting up claims and protecting the writer: voice, past, present, and future forms and verbal modality, and sentence type

7.4.6 Setting up claims and protecting the writer: conclusion

7.5 Asking real questions

7.5.1 Asking real questions: frequency

7.5.2 Asking real questions: sentence length

7.5.3 Asking real questions: question type and form

7.5.3.1 IFID for indirect questions that ask real questions

7.5.3.2 IFID: nouns and adjectives in indirect questions

7.5.3.3 IFID: verbs in indirect questions.

7.5.4 Asking real questions: location.

Notes:

Includes bibliographical references and index.

Description based on print version record.

ISBN:

0-429-32292-5

1-000-39451-4

9780429322921

OCLC:

1255235466