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Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled. |
Lista de candidatos sometidos a examen:
1) biology (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: biology
Is in goldstandard
1
paper corpusSignosTxtLongLines300 - : This provides a refinement of the theories that offers us a way to examine closely the motives and values activity systems participants place with certain genres, as well as the role genres play in mediating the activity within and between activity systems. Russell (1997: 504) suggests the synthesized theories can serve as a heuristic for analyzing the "intertextual relations among disciplinary and educational genre systems" and illustrates this tool by analyzing the interaction of the activity systems of the research university and the profession of cell biology through a boundary course: intermediate cell biology . Again, multi-modality is crucial genre systems or ecologies are multi-modal (Spinuzzi, 2003).
Evaluando al candidato biology:
biology
Lengua: eng
Frec: 32
Docs: 23
Nombre propio: / 32 = 0%
Coocurrencias con glosario:
Puntaje: 0.165 = ( + (1+0) / (1+5.04439411935845)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| biology |
: Bowers, N., Brandon, M. & Hill, C. D. (2005). The use of a knowledge survey as an indicator of student learning in an introductory biology course. Cell biology education, 4(4), 311-322. : Cortés, V. (2004). Lexical bundles in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes Journal, 23, 397423. : Fareed, A. (1971). Interpretive responses in reading history and biology: An exploratory study. Reading Research Quarterly, 6, 493-532. : Favazzo, L., Willford, J. D. & Watson, R. M. (2014). Correlating student knowledge and confidence using a graded knowledge survey to assess student learning in a general microbiology classroom. Journal of microbiology & biology education, 15(2), 251. : HALLORAN, S. M. (1997). "The Birth of molecular Biology: An Essay in the Rhetorical Criticism of Scientific Discourse", en R. A. Harris (ed.), Landmark Essays on Rhetoric of Science. Case Studies. New Jersey: Lawrence Erlbaum Associates, Inc. pp 39-50. : Hanania, E. & Akhtar, K. (1985). Verb form and rhetorical function in science writing: A study of MS theses in Biology Chemistry and Physics. The ESP Journal, 4, 49-58. : MYERS, G. (1997). "Texts as Knowledge Claims: The Social Construction of Two Biology Articles", en R. A. Harris (ed.), Landmark Essays on Rhetoric of Science. Case Studies. New Jersey: Lawrence Erlbaum Associates, Inc. pp 187-215. : Martínez, I. (2005). Native and non-native writers’ use of first person pronouns in the different sections of biology research articles in English. Journal of Second Language Writing 14(3), 174-190. : Myers, G. A. (1990). Writing biology: Texts in the social construction of scientific knowledge. Madison: University of Wisconsin Press. : Nuhfer, E. B. (2015). Clarification to Points in Correlating Student Knowledge and Confidence Using a Graded Knowledge Survey to Assess Student Learning in a General Microbiology Classroom. Journal of microbiology & biology education, 16(2), 125. : Pobric, G., Jefferies, E. & Lambon Ralph, M. A. (2010). Category-specific versus category-general semantic impairment induced by transcranial magnetic stimulation.Current biology,20(10), 964-968. : Samraj, B. (2002). Disciplinary variation in abstracts: The case of wildlife behavior and conservation biology. En J. Flowerdew (Ed.), Academic Discourse (pp. 40-56). Harlow: Longman. : Williams, I. (1998). Collocational networks: Interlocking patterns of lexis in a corpus of plant biology research articles. International Journal of Corpus Linguistics, 3, 151-171. |