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Lista de candidatos sometidos a examen:
1) genre (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: genre


Is in goldstandard

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paper corpusSignosTxtLongLines131 - : Context as genre: a functional linguistic perspective

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paper corpusSignosTxtLongLines144 - : This paper focuses on "Diario para un cuento", text compiled in Deshoras, the last collection of Cortázar's short stories published before his death. "Diario para un cuento" confronts its readers with a constant ambiguity: it is impossible to discover whether it is an autobiographical text or fiction. The question of its genre will be take up as far as it concerns many problems which refer to writing in general: who writes ?, why does he write?, how to say it?, how to say it without words? Two approaches have been chosen, which using terminology taken from the domain of music have been called "takes", we claim an autobiographical fallacy. This would have as a textual consequence the detachment proposed and followed by Cortázar.

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paper corpusSignosTxtLongLines150 - : Consequently, genre is built through the filter of the different structure levels present in the linguistic act: the situational level of restrictions, the level of discursive organisation determined by situational instructions and the level of more or less recurrent formal marks (or markers ), necessary to give linguistic configuration to discursive organisation.

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paper corpusSignosTxtLongLines158 - : "He (Halliday) employs "genre" in a more limited sense, in the sense which has been common in literary discussions in the past. He sees "generic structure" not as the embodiment of the text as social process, but as a single characteristic of a text, its organizational structure, "outside the linguistic system". It is one of three factors, generic structure, textual structure and cohesion, which distinguish text from non text, and as such can be brought within the general framework of the concept of register (Halliday, 1978: 145). (...) In other words, for Halliday, genre is a lower order semiotic concept: register the higher order semiotic concept, thus subsuming genre" .

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paper corpusSignosTxtLongLines171 - : "In a model of this kind…language, register and genre constitute the meaning potential that is immanent, from moment to moment as a text unfolds, for the social subjects involved, at the point in the evolution of the culture where meanings are being made" (Martin, 1997: 10 ).

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paper corpusSignosTxtLongLines192 - : Generating abstracts from genre structure through lexicogrammar: Modelling of feature selection and mapping

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paper corpusSignosTxtLongLines192 - : Inter-stratal genre projection rules cc_lp2-4 comply with the implication subtype (6ix). They are LF predetermination rules for they enforce preferences of terminal genre elements on LF Rules (LFR) features. This effect is attained by altering the system initial state feature probability settings, in most cases by assigning a 100% value. These genre projection rules differ from CLG preference altering RRs in the nature of the features triggering them: genre features for the former and LF features for the latter . Inter-stratal Genre Projection Rules also trigger the application of algorithms guiding LF construction like, for example, the Research Announcement LF Selection Algorithm (see [50]Figure 5 page 349).

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paper corpusSignosTxtLongLines192 - : Castel (2004) proposes a text grammar which (a) treats field properties as belonging to a stratum lower than the genre stratum but higher than the lexicogrammatical stratum, and (b) defines field preferences that alter semantic feature probabilities in SNRs. This text grammar associates, with each terminal genre feature, a pair made up of a selection expression headed by the feature [field_entity], and a linguistic structure as in Diagram 10, where SU is a variable ranging over syntactic units:

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paper corpusSignosTxtLongLines192 - : I assume that this connection between the text and the CC is the referential function of language^[54]21. The CC exists in the Performer’s mind (writer or speaker), and therefore it is a representation of his knowledge of (an aspect of) the world. This paper draws on the concept of CC, specifically on the following hypotheses which are explored by París & Castel (2005) in an attempt to account for inter-clausal connections in the RAA as these relate to genre structure:

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paper corpusSignosTxtLongLines192 - : Having reached the point where the terminal genre category [research announcement] needs to be associated with an LF representation, the user is invited to interact with the system so that a CC can be assigned to this text location. Thus, the user is expected to choose, in accordance with the LFR lf1, between an ‘object’ and an ‘event’, and between ‘simplex’ and ‘complex. Since this choice is not made in a vacuum but within the terminal genre category [research announcement], the system automatically takes care of two fundamental aspects: (i ) the application of the Inter-stratal Projection Rule cc_lp4, on the basis that it is this terminal category and not, say, [title], and (ii) the calling of the relevant algorithm, annc_dalg1-4, to assist him with the decisions involved in constructing an LF. The application of cc_lp4 enforces the selection of ‘event’. Let us now see how the algorithm enforces other LF choices.

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paper corpusSignosTxtLongLines192 - : The approach was illustrated with descriptive results of the RedACTe Project, particularly, with generalizations about the LGP associated with the terminal genre category [research announcement] as proposed in Hlavacka (2004). There are two main subtypes of cognitive processes involved in the realization of this genre category: the examine subtype and the discuss subtype (cf . §3.2). The choice of one or the other depends on the research announcement orientation that the researcher-writer wishes to adopt in writing this RAA text location. These two subtypes, furthermore, interact in interesting ways with decisions related to whether to make explicit or not the orientation adopted. Thus, if an explicit research-oriented announcement is chosen, the writer is algorithmically assisted to choose either hiding himself behind the research (in which case the research will end up as the Agent of a cognitive process of the examine subtype), or competing with the research in the participant role

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paper corpusSignosTxtLongLines198 - : This article analyzes the use of discursive reformulation markers in bibliographical and diagnosis reports written by psychology students in their second and fourth years of university. The objective is to compare the functions this resource introduces on two levels of specialized knowledge. For analytical purposes, a classification table was drawn up, following the work of Martín and Portolés (1999), Fuentes (1996) and Casado (1991). Application of this construct helps suggest that an increase in specialized knowledge as well as an appropriation of a discursive genre become evident in, among others, the use of more complex reformulation strategies, such as introducing information with basically two purposes: to give an in-depth presentation of a content previously introduced or to equivalently present information between segments .

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paper corpusSignosTxtLongLines209 - : “There is a constant interplay between these two overarching characteristics of academic speech, which is by nature an information-rich genre, but in which interaction between the participants is also of paramount importance, and the formulaic expression identified here serve to highlight these dual pragmatic features” (Simpson, 2004: 60 ).

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paper corpusSignosTxtLongLines230 - : Martin, J.R. (2000). Grammar meets genre: Refections on the Sydney school . Inaugural lecture, Sydney associate for the arts, USyd. [en línea]. Disponible en: [67]http://www2.ocn.ne.jp/~yamanobo/systemic_bibliography/other_systemists_work/inaugural_martin.html [ [68]Links ]

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paper corpusSignosTxtLongLines243 - : The textbook genre in academia disciplines: A characterization from the obligation system

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paper corpusSignosTxtLongLines243 - : that administers the registers used in this study. The probabilistic estimation is developed through conditioned probabilities and the variation of the system, in the frame of the multiregister corpus is estimated on a global error of 3%. The principal results indicate that in the context of the textbook direct and congruent configurations are preferred to construct regulation, which reveals that the relation between expert and apprentice is distant. In turn, this constitutes a characteristic of the tenor of the genre, associated with the specific communicative situation in which this genre is used: teaching .

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paper corpusSignosTxtLongLines252 - : Genre analysis has greatly influenced the teaching and learning of English for Specific Purposes (ESP). Because of its impact, the Internet has become an interesting setting to study the use and development of genres and to assist learners in understanding hypertexts as well as their distinctive element: the link . Following Hammerich and Harrison's taxonomy (2002), this article analyzes the organizational and informational value of this key element in psychology and geology articles. The study revealed that, from the organizational angle, there might be a tendency to economize on the use of strongly authored links, and that, from the organizational angle, the enhancing function was found most frequently, thus limiting the multimedia potentialities of this environment to personalize texts. This might indicate that, in the sample of hyperarticles, there is a strong bias toward economizing some of the features that make hypertexts unique and distinctive.

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paper corpusSignosTxtLongLines252 - : "the web has become a particularly interesting setting in which to study the use and development of genres and genre repertoires... because there are many communities meeting on the Web, bringing experiences with different genres and using it for many different purposes" (Crowston & Williams, 1998:2-3 ).

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paper corpusSignosTxtLongLines252 - : The growing digitalization of communication and the dominance of the Internet in the 90's has extended the field of genre study to digital genres. Crowston and Williams (1998) were among the first to see the importance of the study of genres for analyzing communication on the Internet because of easy access, freedom of structuring and interaction between many communities. They studied randomly selected 1000 web pages and based their distinction on purpose. They identified forty eight different genres and categorized them as: 1 . familiar or reproduced genres; that is, existing genres such as a book or an academic article, that have been moved intact to the web; 2. adapted or new, but accepted genres which were described as those which had undergone certain changes to introduce the links and, since repeatedly used, have become accepted as, for example, the journal article; 3. new or novel genres described as those that have emerged as a distinct genre like FAQs or homepages and; 4.

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paper corpusSignosTxtLongLines274 - : The aims of this article are a) to contribute to the comprehension of institutional religious discourse based on the analysis of the documents of the Argentinean Conference of Catholic Bishops (CEA); and b) to examine its discourse strategies during the process of transition towards democracy initiated in December, 1983. In order to do this, we look at the system of discourse genres by focusing on three of them that register a significant quantitative variation: the 'political letter' and the 'declaration', which were the most employed genres between 1965 and 1983, though both disappear in the period beginning in 1984 ; and the 'communiqué', which becomes the most employed genre in democracy. Our research question is, does this quantitative variation involve a qualitative change in the discursive strategies used by the Argentinean episcopate? To answer it, we compare the three genres in a synchronic and diachronic way, in both periods, adopting the perspective of German text linguistics. The

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paper corpusSignosTxtLongLines282 - : According to Connor and Mauranen (1999), grant proposals represent a type of persuasive writing whose communicative purpose is to convince reviewers and funding agencies to provide them with the funds they require to carry out their research activities. Following Swales' definition of move (1990), these authors identify ten rhetorical moves, namely Territory, Gap, Goal, Means, Reporting Previous Research, Achievements, Benefits, Competence Claim, Importance Claim and Compliance Claim. Within these identifiable functional units, they concluded that the following moves -or stages- were specific to the genre: Achievements, Benefits, Importance Claim and Compliance Claim . The first two refer to the purposes of the research - whether they contribute to the research or outside world, respectively. Like in the previous moves, Importance Claim seeks to emphasize the positive aspects of the work but it is not in a strict relationship to the results. The last special move -Compliance Claim- seems to

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paper corpusSignosTxtLongLines282 - : It is noteworthy that a large number of non-integral citations was identified, showing some degree of heteroglossia, as a resource for grading up the value of a proposition. However, they were not considered in our analysis because they may be regarded as slightly evaluative in the genre, and in particular in the disciplines under analysis . Though profusely used by writers, the purpose of including this type of citation seems to constitute an attempt to build up on consensual disciplinary knowledge rather than engage in dialogism.

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paper corpusSignosTxtLongLines283 - : According to Connor and Mauranen (1999), grant proposals represent a type of persuasive writing whose communicative purpose is to convince reviewers and funding agencies to provide them with the funds they require to carry out their research activities. Following Swales' definition of move (1990), these authors identify ten rhetorical moves, namely Territory, Gap, Goal, Means, Reporting Previous Research, Achievements, Benefits, Competence Claim, Importance Claim and Compliance Claim. Within these identifiable functional units, they concluded that the following moves -or stages- were specific to the genre: Achievements, Benefits, Importance Claim and Compliance Claim . The first two refer to the purposes of the research - whether they contribute to the research or outside world, respectively. Like in the previous moves, Importance Claim seeks to emphasize the positive aspects of the work but it is not in a strict relationship to the results. The last special move -Compliance Claim- seems to

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paper corpusSignosTxtLongLines283 - : It is noteworthy that a large number of non-integral citations was identified, showing some degree of heteroglossia, as a resource for grading up the value of a proposition. However, they were not considered in our analysis because they may be regarded as slightly evaluative in the genre, and in particular in the disciplines under analysis . Though profusely used by writers, the purpose of including this type of citation seems to constitute an attempt to build up on consensual disciplinary knowledge rather than engage in dialogism.

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paper corpusSignosTxtLongLines288 - : Figueiredo, no artigo "Context, register and genre: Implications for language education", discute a validade dos conceitos de contexto, registro e gênero da linguística sistêmico-funcional para o ensino de línguas . A autora analisa uma carta de leitor publicada na revista Newsweek, buscando vislumbrar as possibilidades que se abrem para o ensino de linguagem nessa perspectiva, tendo em conta especialmente o trabalho de Martin (1992, 1997, 2000, 2001).

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paper corpusSignosTxtLongLines288 - : No último artigo desta edição especial da Revista Signos. Estudios de Lingüística, Comunicação multimidiática através do currículo é o tema do artigo "Genre, media, and communicating to learn in the disciplines: Vygotsky developmental theory and North American genre theory", de Russell e Harms . Os autores procuram verificar como o trabalho com diversas mídias e gêneros ajuda no aprendizado da escrita e no desenvolvimento cognitivo de alunos de um curso de engenharia. A partir de duas disciplinas vinculadas, foram produzidos, nos dois primeiros terços do curso ministrado, textos sobre engenharia e agricultura e, no último terço, foram realizados projetos (de divulgação da comunidade de aprendizagem e de montagem de uma competição de robôs) no interior dos quais diversos gêneros escritos foram trabalhados. Face ao fato de que essa última etapa do curso se mostrou mais proveitosa, os autores concluem que: "O conteúdo não precisa ser aquele do campo no qual os estudantes estão interessa

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paper corpusSignosTxtLongLines292 - : One genre in two digital media sources: An analysis of the review genre from a systemic-functional perpective

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paper corpusSignosTxtLongLines295 - : Context, register and genre: Implications for language education

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paper corpusSignosTxtLongLines295 - : system" (Painter, 2001: 176). In other words, the notions of register and genre can be used to make students aware of the sociocultural features of the text-type that is being taught and of which linguistic choices are more likely to be made in its textualization, as well as to help teachers "to identify and focus on whatever aspect of language in use the learner needs most help with" (Painter, 2001: 178 ).

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paper corpusSignosTxtLongLines295 - : In pedagogical terms, my goal is to present and discuss theoretical and analytical resources produced within a discursive-functional perspective that may be used to ground the work with genres (including the issues of text production and reception), both by EFL/ESL^[25]1 teachers and students and by language researchers. To do so, the paper is organized in the following sections: 1) 'Systemic functional linguistics and language education', where I present some basic theoretical constructs from SFL (such as the notions of metafunctions, context of situation and register) and their implications for the teaching/learning of languages, in particular second/foreign languages; 2) 'Context, register and genre: Martin's perspective', which introduces Martin's approach to genre analysis, strongly influenced by SFL and by the notions of context and register ; 2.1.) 'An analysis of a reader's letter according to Martin's proposal', where I analyse the register choices and the schematic structure of a

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paper corpusSignosTxtLongLines295 - : 2. Context, register and genre: Martin's perspective

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paper corpusSignosTxtLongLines295 - : Martin's teleological perspective (1992, 1997, 2000) on genre analysis is grounded on systemic functional linguistics. In his perspective genre is defined as:

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paper corpusSignosTxtLongLines295 - : "The study of the context of culture involves the observation of how a language is structured for use. To do so, we have to investigate authentic and complete interactions that will allow us to observe how people "use language to achieve culturally motivated goals" (Eggins, 1994: 25), which is done through the analysis of different genres. When analysing the context of culture, we should try to describe how the interaction's general purpose leads us to organize a text in stages, since it is not possible to convey all the meanings simultaneously. A genre, thus, is structured in stages, as Martin proposes (1992: 505 ), and consists of a social process oriented towards a goal –teleologically oriented, therefore– organized and realized by the register." (2005: 31-32)

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paper corpusSignosTxtLongLines295 - : In short, register corresponds to the context of situation, and genre to the context of culture. For Martin (2001: 155), "a genre is a staged, goal-oriented, purposeful activity in which speakers engage as members of our culture". Virtually everything we do involves some kind of genre. Language, in that sense, functions as the fonology of register, and both register and language function as the fonology of genre, as we can see in [26]Figure 1:

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paper corpusSignosTxtLongLines295 - : Figure 1. Language, register and genre (Martin, 2001: 156 ).

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paper corpusSignosTxtLongLines295 - : The combination of the register variables and the linguistic choices made within each of these variables seems to progress in stages, generating a goal-oriented structure that characterizes genres. As Martin (2001) points out, the register variables change according to our communicative goals, and this is exactly what the concept of genre tries to explain: how we do things in our daily lives in culturally specific ways (e .g. how a class, a medical appointment, a job interview, an informal conversation or a research paper are developed and carried out).

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paper corpusSignosTxtLongLines295 - : As I have argued above, genres are conceived as resources that allow us to operate in society and to achieve social goals (Martin, 2000). From this perspective, we could say that a culture is composed of the totality of its staged and purposeful activities or social processes. Genres are functional because their overall pattern is not random or arbitrary: each genre is as it is because its structure has proved effective to achieve its purpose(s ). In this sense, the structure is a facilitating convention: "the text has identifiable parts precisely because these steps enable the interactants to achieve the social purpose" (Painter, 2001: 170).

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paper corpusSignosTxtLongLines295 - : From this perspective, genre is seen as one of the levels of context, and the context of culture as the backdrop to the interaction, "constituting a semiotic potential [for social interactions]" (Vian Jr & Lima-Lopes, 2005: 35 ). The organization of semiotic plans proposed by Martin, based on a similar model presented by Halliday, is reflected in the choices made at the level of the context of situation (register) and materialized in language, since genre and register are abstract notions. This way:

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paper corpusSignosTxtLongLines295 - : "The context of culture (genre) should be seen as a more general and more abstract plan than the context of situation (register). As a consequence, while a genre is instantiated through language, this realization is mediated through the realization of the register" (Vian Jr & Lima-Lopes, 2005: 35 ).

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paper corpusSignosTxtLongLines295 - : To sum up, one of the main contentions of this paper is that we cannot fully understand a text if we do not know something about its context. As social beings, all our interactional contexts are social, and involve people doing things with their lives (field), interacting with others (tenor) and using some communicational channel and abstraction to do so (mode). Furthermore, our social contexts involve people participating in staged, goal-oriented activities (genres). The register variables of field, tenor and mode represent the attempt of the school of systemic functional linguistics to understand and explain the distinct situational contexts in which we operate and interact. The discussions about genre represent a more recent attempt from researchers from the same linguistic school to explore the context of culture, especially in terms of language teaching/learning. Referring to the relevance of the notions of context, register and genre to language education, Christie (2004: 34-35 )

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paper corpusSignosTxtLongLines297 - : The textual genre: The official adaptation of film to comic

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paper corpusSignosTxtLongLines299 - : Em 'Relevance and genre: Theoretical and conceptual interfaces' (Bazerman, Bonini & Figueiredo, 2009 ), investiguei possíveis conexões da teoria da relevância (Sperber & Wilson, 1995) com as análises sócio-retóricas de gêneros textuais identificadas com os estudos de Swales (1990, 1992, 1998). Analisando uma carta-consulta direta do corpus de Simoni (2004), observei que movimentos e passos retóricos daquele texto gravitaram em torno da complementação de um dos constituintes lógicos da questão do consulente, sugerindo que estruturas genéricas derivam de algo mais essencial: relações de relevância.

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paper corpusSignosTxtLongLines300 - : Genre, media, and communicating to learn in the disciplines: Vygotsky developmental theory and North American genre theory

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paper corpusSignosTxtLongLines300 - : First, there is the recent and growing literature on multimodality in the classroom, including Graham and Whalen (2008), Dannels (2009), Ward (2009), Prior and Shipka's (2009) work (2003), and the work of Kress, especially his studies of secondary school science (2001) and English (2005). This teaches us that, as Kress puts it, multi-modality is the norm (Kress, 2003). Second, North American genre theory suggests, following Miller (1984, 1994) that genre can be conceived as social action, "A typified response to a recurring situation" (1984: 163 ), something that worked once and people have tried again and again successfully. Genres evoke expectations, direct attention, guide action and suggest "what motives we may have" (1984: 163). Yet the relationship between media and genres, as Miller suggested at SIGET IV, is complex. 'The nature of genre escapes us when we separate genre and medium,' as Miller put it in her conbribution to Siget IV. The blog, for example, quickly evolved from being

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paper corpusSignosTxtLongLines300 - : one genre to many genres and, today, might be said to be a medium more than a genre. Another significant contribution of North American genre theory is Bazerman's theory of genre systems. In complex activity systems, including those of formal schooling, there are typically many written genres, which participants use together to organize interactions. Bazerman (1994: 80) defines genre systems as "interrelated genres that interact with each other in specific settings". In the synthesis we are developing, we will describe these specific settings as activity systems, which genre systems mediate. In the genre system of some activity system, "only a limited range of genres may appropriately follow upon another" Bazerman (1994: 80 ), because the conditions for successful actions in each activity system are conditioned −but never finally determined− by their history of previous actions.

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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).

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paper corpusSignosTxtLongLines300 - : Russell, D., Lea, M., Parker, J., Street, B. & Donahue, T. (2009). Exploring notions of genre in "academic literacies" and "writing across the curriculum": Approaches across countries and contexts . In C. Bazerman, A. Bonini & D. Figueiredo (Eds.), Genre in a Changing World (pp. 395-423). Fort Collins, Colo.: WAC Clearinghouse. [ [67]Links ]

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paper corpusSignosTxtLongLines364 - : International genre, local flavour: Analysis of PetroChina's Corporate and Social Responsibility Report

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paper corpusSignosTxtLongLines364 - : The reporting template laid down by the UN and by ISO 26000 aims to help companies standardize reports, and convey information in the most comprehensible and objective manner. However, the invasion of promotional discourse in the reporting genre results in material, which is not entirely "free from material error and bias" (GCRIAR, 2008: 13 ) or necessarily "conveyed in a manner understandable to the reader".

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paper corpusSignosTxtLongLines377 - : Abstract: To identify the genres that open access to disciplinary knowledge and to describe their prototypical features, assuming their multisemiotic status, are fundamental tasks in order to understand the functioning of academic discourse and the discourse processes through which students become members of a particular academic community. In this context, we are interested in the access to specialized knowledge in Economics through an academic genre: the university Textbook . The objectives of this study are to identify and describe the multisemiotic artifacts that help construct meaning in ten textbooks that introduce first year students to the study of Economics. Besides, we aim at determining the frequency of occurrence of these artifacts in the corpus. The application of Parodi’s (2010a) methodological proposal helped identify seven artifacts: Statistics Complex, Diagram, Formula, Graphic, Icon, Illustration, and Table. The findings show that the academic Economics discourse that is

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paper corpusSignosTxtLongLines377 - : A mediados de los años noventa, Hyon (1996) publica un artículo titulado Genre in Three Traditions: Implications for ESL que, según Swales (2009), alcanzó un gran impacto y, por ende, una alta frecuencia de referencias . En esta publicación, la autora presenta un examen de las tres aproximaciones que, hasta entonces, habían logrado desarrollar con profundidad el concepto de género discursivo y elaborar planes de enseñanza basados en género. Con la idea de three traditions la investigadora alude a las perspectivas desarrolladas en la corriente denominada English for Specific Purposes (ESP), a los estudios de la Nueva Retórica norteamericana y al enfoque de la Lingüística Sistémica Funcional de la Escuela de Sydney.

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paper corpusSignosTxtLongLines377 - : Ahora bien, pasados trece años de la publicación de Hyon (1996), Swales (2009) compara cuatro libros relativos a los géneros discursivos pertenecientes a las mismas tradiciones, pero con el desarrollo teórico que implica aproximadamente una década de investigaciones. De la tradición del ESP, los libros son Worlds of Written Discourse: A Genre-Based View (Bathia, 2004) y Research Genres: Exploration and Applications (Swales, 2004 ); de la Nueva Retórica, el ejemplar es Writting Genres (Devitt, 2004); mientras que de la tradición sistémico funcional, el texto es Genre (Frow, 2006). El análisis comparativo de estos textos, en opinión de Swales (2009), reveló que estas corrientes superaron ciertas diferencias, alineándose de alguna forma, de modo que es posible percibir que las fronteras que dividían las tres tradiciones en el pasado se volvieron difusas, si es que no desaparecieron por completo (Swales, 2009).

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paper corpusSignosTxtLongLines382 - : There are other approaches to the analysis of genres and –whether it is the new rhetoric, systemic functional linguistics or ESP– they have much in common. Miller (1994) argues that genre is a rhetorical action based on recurrent situations. In the new rhetoric studies, ethnographic research or case studies shift the focus from the ‘features’ of the text to the ‘relations’ between text and context. In other words, new rhetoric genre theorists focus on "tying the linguistic and substantive similarities to regularities in human spheres of activities" (Freedman & Medway, 1994: 1 ). Miller (1994: 69) suggests that genres are bearers of "knowledge of the aesthetics, economics, politics, religious beliefs and all the various dimensions of what we know as human culture". This means that one should discuss the regularities in discourse within the broader context of social and cultural behaviour.

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paper corpusSignosTxtLongLines382 - : Swales (1990) proposes genre from the perspective of English for Specific Purposes (ESP). Thus, genre is "a class of communicative events with some shared set of communicative purposes" (Swales, 1990: 58 ) which are recognised by members of the professional or academic community in which the genre occurs, and thereby constitute the rationale for the genre.

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paper corpusSignosTxtLongLines382 - : Drawing on these distinctions, we can say that political discourse is enacted, among other discourses, by parliamentary discourse, that "displays particular institutionalised discursive features and ritualised interaction strategies" (Ilie, 2010c: 62). Parliamentary discourse is therefore a particular genre of political discourse, which in its turn displays several subgenres (Ilie, 2010a: 8-9 ), the debate being one of them. A debate is "a formal discussion on a particular topic and which is strictly controlled by an institutional set of rules and a moderator, who in Parliament is the Speaker or the President" (Ilie, 2010a: 10), therefore a mediated discourse, whose major strength is "the necessity of confrontation" and "the existence of opposite sides" (Ilie, 2010a: 10).

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paper corpusSignosTxtLongLines382 - : When discussing parliamentary debates, van Eemeren and Garssen (2010) start from the premise that there are specific conventionalized communicative practices which are dependent on institutional requirements. Thus, in order to fulfil such institutional needs, it is necessary to implement a specific genre of communicative activity: adjudication, disputation, deliberation, negotiation, consultation and ‘communion-ation’ .

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paper corpusSignosTxtLongLines391 - : Precisamente, Biber y Conrad (2011) proponen un esquema conceptual desgranado en tres niveles –el del ‘registro’, el del ‘género’ y el del ‘estilo’– que permite una aproximación multifocal a los fenómenos de variación aplicando tres perspectivas concurrentes: “We regard register, genre and style as different approaches or perspectives for analyzing text varieties” (Biber & Conrad, 2011: 15 ). Concretamente, en el nivel del ‘registro’ se estudiarían los rasgos que comparten las producciones verbales de un determinado ámbito funcional que responden a un propósito comunicativo concreto (Biber & Conrad, 2011: 6): “In general, a register is a variety associated with a particular situation of use (including particular communicative components)”. Por su parte, la aproximación desde el ‘género’ se interesaría por los rasgos tanto funcionales como convencionales de aquellas variedades textuales más representativas de las prácticas sociales de un ámbito comunicativo determin

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paper corpusSignosTxtLongLines418 - : Prior, P. (2009). From speech genres to mediated multimodal genre systems: Bakhtin, Voloshinov, and the question of writing . En C. Bazerman, A. Bonini & D. Figueiredo (Eds.), Genre in a changing world (pp. 17-34). Fort Collins, CO: The WAC Clearinghouse and Parlor Press [en línea]. Disponible en: [71]http://wac.colostate.edu/books/genre/chapter2.pdf [ [72]Links ]

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paper corpusSignosTxtLongLines419 - : Clinical Case Study Genre: Rhetorical organization of the macromove Case Report in chilean medical journals

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paper corpusSignosTxtLongLines427 - : Problem solving as evaluative academic genre: Rhetoric organization and use of multimodal devices

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paper corpusSignosTxtLongLines427 - : Otro tipo de relaciones genéricas son las existentes entre géneros de similares propósitos comunicativos, conformando lo que Bhatia (2002) denomina “colonias de géneros” y que entiende como: “a constellation of closely related and overlapping genre, sometimes within often across discourse communities” (Bathia, 2002: 10 ). En otras palabras, los miembros de una colonia, además de los propósitos comunicativos, comparten ciertas convenciones retóricas y contextos y presentan características léxico-gramaticales parecidas. Sin embargo, pueden presentar diferencias en cuanto a la afiliación profesional, los contextos de uso o bien las relaciones entre los participantes. Esto implica que existan géneros que pertenecen a más de una colonia, como por ejemplo, algunos géneros académicos (informe psicológico) se cruzan con géneros profesionales (Parodi, 2008).

62
paper corpusSignosTxtLongLines474 - : 1.2. Email as discourse genre: A new genre with specific features

63
paper corpusSignosTxtLongLines498 - : “if Contextual Configuration is a class of situation type, then genre is language doing the job appropriate to that class of social happenings” (^[65]Hasan, 1989: 108 ).

64
paper corpusSignosTxtLongLines554 - : This research is related to the genres of school texts that are used to learn Natural Sciences, especially Physics and Chemistry, in secondary education in Argentina. Considering the need to deal with reading in the disciplines, we think that science teachers should have tools that help them deconstruct the texts and propose relevant activities to promote comprehension. In this article we apply a typology developed for science genres within the framework of Systemic Functional Linguistics Genre Theory to a sample of Spanish texts from school science textbooks. The objective is to provide tools to science teachers to categorize texts as a first step to favor the construction of both discursive and disciplinary knowledge. The article includes a characterization of two genres: reports and explanations from the aforementioned theoretical contributions focusing on their purpose, the stages of their schematic structure and their distinctive linguistic features . We propose an analysis of Physics

65
paper corpusSignosTxtLongLines562 - : Mihatsch, W. (en prensa). French type-noun constructions based on genre: From the creation of ad hoc categories to ad hoc categorization . En C. Mauri, I. Fiorentini & E. Goria (Eds.), Building categories in interaction: Linguistic resources at work. Nueva York/Ámsterdam: John Benjamins. [ [294]Links ]

66
paper corpusSignosTxtLongLines577 - : Regarding RQ2: ‘What is the discourse style of crowdfunding projects in terms of grammatical complexity, elaboration and degree of explicitness of meanings?’, this exploratory study strongly suggests that grammar is a key language variable that shapes the discourse style of this genre and, above all, that language forms “functionally match the requirements” of a particular situation (^[131]Biber & Conrad, 2019). Supporting the claim that emerging genres in the Internet draw on features of existing genres (^[132]Herring, 2013; ^[133]Giltrow, 2017), the discourse style of the proposals proved to be to some extent similar to that of an already existing genre, the research project proposal: a style characterised by structurally complex grammar patterns that convey information very explicitly and, therefore, a style strongly associated with densification and economy . This is precisely the style of informational registers in English and Spanish (^[134]Biber et al., 1999; ^[135]Parodi, 2010,

67
paper corpusSignosTxtLongLines577 - : From a genre perspective, it is likely that the form of the crowdfunding projects has not yet fully stabilised, and that it is still subject to evolution and change, as is also the case of other digital genres (^[143]Giltrow, 2017: ^[144]Giltrow & Stein, 2009 ). The constructs for measuring syntactic complexity remain somewhat inconclusive, as they indicated a relatively high variation across proposals and within each individual proposal. The average means (in words) per sentence of the different project proposals ranged from 20.79 to 31.21 words per sentence, a rather ample range of variation, which suggests that structural elaboration is not distributed evenly across the sentences of each proposal and across the proposals. Similarly, the standard deviations of the different proposals (ranging from 11.60 to 22.28) and that of the overall corpus (15.75) showed high coefficients of variation (in all cases the CVs were >1), indicative of a fair amount of variance regarding syntactic

68
paper corpusSignosTxtLongLines579 - : Genre analysis deals with the question of how language is used in institutional and professional settings. The followers of this approach are interested in both functional and linguistic descriptions of different genres. A genre is defined as “a distinctive category of discourse of any type, spoken or written” (^[33]Swales, 1990: 33 ), having its communicative purpose understood by the members of the genre community (^[34]Bhatia, 1993). There are three main theoretical trends and schools of genre studies: the Swalesean approach (^[35]1981, ^[36]1990), the New Rhetoric studies (^[37]Hyon, 1996) and the systemic-functional approach (^[38]Halliday, 1978; ^[39]Halliday & Hasan, 1989). We will focus on the Swalesean genre analysis, as this research article draws on it.

69
paper corpusSignosTxtLongLines579 - : The study of genres from a rhetorical move perspective has its roots in ^[40]Swales’ work (1981, 1990), and “aims to determine the communicative purposes of a text by categorizing diverse text units according to the particular communicative purpose of each unit” (^[41]Parodi, 2010: 198 ). Swales (^[42]1981, ^[43]1990) studied the rhetorical organization of research article introductions and introduced his Creating a Research Space model (the CARS model), composed of the segments known as moves and steps. A move denotes a text component referring “to a defined and bounded communicative act that is designed to contribute to one main communicative objective, that of the whole text” (^[44]Lorés-Sanz, 2004: 282). Moves are further divided into steps as lower structural segments, each performing a specific communicative purpose linked to that of moves and the overall aim of the genre. Moves and steps form a unique rhetorical organization of a genre contributing to its identification and

70
paper corpusSignosTxtLongLines579 - : The Swalesean model “has had a tremendous influence on genre analysis in ESP” (^[45]Dudley-Evans, 2000: 6 ). His move-based approach was followed in the studies of many written academic genres. Some of them are: discussion sections of research articles (^[46]Hopkins & Dudley-Evans, 1988) and dissertations (^[47]Dudley-Evans, 1986), abstracts (^[48]Huckin & Olsen, 1983; ^[49]Graetz, 1985; ^[50]Salager-Meyer, 1992; ^[51]Bhatia, 1993; ^[52]Santos, 1996; ^[53]Posteguillo, 1996; ^[54]Martín-Martín, 2003) and textbooks (^[55]Tadros, 1989; ^[56]Parodi, 2010). Unlike written academic texts, the Swalesean approach has been applied less frequently in research on spoken academic genres. It was employed in the analyses of biomedical research presentations (^[57]Dubois, 1980), plenary lecture and poster session discussions (^[58]Shalom, 1993), and lecture introductions (^[59]Thompson, 1994; ^[60]Lee, 2009; ^[61]Shamsudin & Ebrahimi, 2012; ^[62]Yaakob, 2013). These studies show that rhetorical move

71
paper corpusSignosTxtLongLines587 - : Martin, J. R. (2000/1997). Analysing genre: Functional perspectives . En F. Christie & J. R. Martin (Eds.), Genre and Institutions: Social processes in the workplace and school (pp. 3-39). Londres: Continuum . [ [183]Links ]

72
paper corpusSignosTxtLongLines602 - : Less experienced writers have difficulties identifying and introducing a topic, acknowledging others’ ideas and stating their own position (^[55]Schleppegrell, 2013), struggling to display their own knowledge of the topic (ideational metafunction), presenting their knowledge with authoritativeness, managing the relationship between reader and writer (interpersonal metafunction), organizing the text and making it coherent (textual metafunction) (^[56]Hyland, 2002). The resources needed to develop these three metafunctions can be analysed by genre, semantic or grammar level, providing educators with a 3x3 matrix (^[57]Humphrey et al., 2010) of resources to develop writing literacy at each of the levels. Some of the key resources included in writing strong expositions (as well as other academic genres) include: nominalization to formulate more abstract and condensed ideas, develop logical arguments and evaluation (^[58]Humphrey, 2017 ); theme and rheme, to clarify what the topic is and what the

Evaluando al candidato genre:


2) register: 26 (*)
4) context: 21
5) discourse: 20 (*)
7) martin: 16
10) communicative: 15 (*)
13) swales: 13
14) academic: 13
15) linguistic: 12 (*)
16) functional: 11
17) purpose: 11
20) purposes: 10

genre
Lengua: eng
Frec: 707
Docs: 134
Nombre propio: 6 / 707 = 0%
Coocurrencias con glosario: 4
Puntaje: 4.803 = (4 + (1+7.40087943628218) / (1+9.467605550083)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
genre
: Artemeva, N. & Freedman, A. (2015). Genre studies around the globe. Beyond the three traditions. California: Trafford.
: As a way of demonstrating Martin's proposal to genre analysis and of suggesting ways of applying it to the teaching/learning of English, I have selected and analysed an examplar of a reader's letter published in Newsweek^[27]2 magazine, 11-18 May 2009, Latin American edition ([28]Figure 2).
: Askehave, I. & Nielsen, A. (2004). Web-mediated genres: A challenge to traditional genre theory. Working Papers, 6, 1-50.
: Askehave, I. & Swales, J. (2001). Genre identification and communicative purpose: A problem and a possible solution. Applied Linguistics, 22, 95-212.
: Bateman, J. (2008). Multimodality and Genre: A Foundation for the Systematic Analysis of Multimodal Documents. Londres: Palgrave Macmillan.
: Bathia, V. (1993). Analysing genre. Language use in professional settings. London: Longman.
: Bathia, V. (1997). Genre analysys today. Revue belge de philology e d'historie, 75(3), 629-652.
: Bathia, V. (2002). Applied genre analysis: A multi- perspective model. Iberica, 4, 3-19.
: Bathia, V.K. (1993). Analysing genre. London: Longman.
: Bathia, V.K. (1993). Analysing genre: language use in professional settings. Londres: Longman Group UK.
: Bawarshi, A. & Reiff, M. (2010). Genre: An introduction to history, theory, research, and pedagogy. Indiana: Parlor Press.
: Bazerman, C. (1988). Shaping written knowledge. The genre and activity of the experimental article in science.Madison, Wisconsin: University of Wisconsin Press.
: Bazerman, C. (1994). System of genres and the enactment of social intentions. En A. Freedman & P. Medway (Eds.), Genre and the new rhetoric (pp. 79-101). London: Taylor & Francis.
: Bazerman, C. (2007). Genre and cognitive development: Beyond writing to learn. SIGET [on line]. Retrieved from: [35]http://www3.unisul.br/paginas/ensino/pos/linguagem/cd/English/5i.pdf.
: Bazerman, C. (2009). Genre and cognitive development: Beyond writing to learn. Genre in a Changing World, Perspectives on writing (pp. 279-294). Fort Collins, CO: The WAC Clearinghouse.
: Bazerman, C., Bonini, A. & Figueiredo, D. (Eds.). (2009). Genre in a changing world [en línea]. Disponible en: [51]http://wac.colostate.edu/books/genre/#pub_info
: Bazerman, Ch. & Devitt, A. (2014). Introduction: Genre perspectives in text production research. En M. Jakobs & D. Perrin (Eds.), Handbook of writing and text production. Berlin: De Gruyter.
: Bazerman, Ch. (1988). Shaping written knowledge. The genre and activity of the experimental article in science. Wisconsin: The University of Wisconsin Press.
: Bazerman, Ch. (1994). Systems of genres and the enhancement of social intentions. En A. Freedman & P. Medway (Eds.), Genre and New Rhetoric (pp. 79-101). Londres: Taylor & Francis.
: Bazerman, Ch., Bonini, A. & Figueiredo, D. (2009). Genre in a changing world. Fort Collins: The WAC Clearing House.
: Beacco, J. C (2004). Trois perspectives linguistiques sur la notion de genre discursif. Langages, 153, 109-119.
: Beebe, T. (1994). The ideology of genre: A comparative study of generic instability. University Park: Pennsylvania State University Press.
: Beers, S. & Nagy, W. (2011). Writing development in four genres from grades three to seven: Syntactic complexity and genre differentiation. Reading and Writing, 24, 183-202.
: Berkenkotter, C. & Huckin T. (1995). Genre knowledge in disciplinary communication-cognition/culture/power. London: Erlbaum.
: Berkenkotter, C. & Huckin, T. (1993). Rethinking genre from a sociocognitive perspective. Written Communication, 10(4), 475-509.
: Berkenkotter, C. & Huckin, T. (1995). Genre knowledge in disciplinary communication: Cognition/culture/power. Hillsdale, N.J.: L. Erlbaum Associates.
: Berkenkotter, C. (2002). Response to William Grabe`s “Narrative and Expository Macro-Genre”. En A. Jonhs (Ed.), Genre in the classroom. Multiple Perspective (pp. 285-288). Hillsdale: Lawrence Erlbaum Associates.
: Berkenkotter, C. y T. Huckin (1995) Genre knowledge in disciplinary communication. Hillsdale, NJ: Erlbaum.
: Berkenkotter, C., & Huckin, T.N. (1995). Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers.
: Berman, R. & Nir-Sagiv, B. (2004). Linguistic indicators of inter genre differentiation in later language development. Journal of Child Language, 31,339-380.
: Bhatia, V. (2002a). Applied genre analysis: A multi-perspective model. Ibérica, 4, 3-19.
: Bhatia, V. (1993). Analysing Genre: Language Use in Proffesional Settings. Londres: Longman.
: Bhatia, V. (1997b). Power and politics of genre. World Englishes, 16(3), 359-372.
: Bhatia, V. (2002). Applied genre analysis: A multi-perspective model. IBÉRICA: Revista de la Asociacion Europea de Lenguas para Fines Especificos, 3-19.
: Bhatia, V. (2002b). Applied genre analysis: Analytical advances and pedagogical procedures. En A. Johns (Ed.), Genre in the classroom. Multiple Perspectives (pp. 279-284). Mahwah, NJ: Lawrence Erlbaum.
: Bhatia, V. (2004). Worlds of written discourse. A genre based view. Sydney: Continuun.
: Bhatia, V. (2005). Applied genre analysis and ESP. Functional approach. Section 4, Genre Approaches 10 [on line]. Available in: http://exchanges.states.gov./education/engteaching/pubs/BR/functionalsec4_10.htm
: Bhatia, V. K. (1993). Analysing genre: Language use in professional settings. London and New York: Longman.
: Bhatia, V. K. (2002). Applied genre analysis: A multi-perspective model. Ibérica, 4, 3-19.
: Bhatia, V. K. (2008). Genre analysis, ESP and professional practice. English for Specific Purposes, 27(2), 161-174.
: Biber, D. & Conrad, S. (2009). Register, genre, and style. Cambridge: Cambridge University Press.
: Biber, D. (1992). The multi-dimensional approach to linguistic analyses of genre variation: An overview of methodology and findings. Computers and the Humanities, 26(5/6), 331-345.
: Brett, P. (1994). A genre analysis ofthe results section of sociology articles. English for Specific Purposes, 1, 47-59.
: Breure, L. (2001). Development of the genre concept. University of Utrecht, Department of Information and Computing Sciences [on line]. Available in: [26]http://www.cs.uu.nl/people/leen/Gen-reDev/GenreDevelopment.htm
: Carliner, S. & Boswood, T. (2004). Genre: A useful construct for researching online communication for the workplace. Information Design Journal + Document Design, 12(2), 124-135.
: Carter, M., Ferzli, M. & Wiebe, E. (2004). Teaching genre to English first-language adults: A study of the laboratory report. Research in the Teaching of English, 395-419.
: Carter-Thomas, S. & Rowley-Jolivet, E. (2003). Analysing the scientific conference presentation (CP): A methodological overview of a multimodal genre. ASp, La Revue du GERAS, 39(40), 59-72.
: Charaudeau, P. (1994). La publicité, un genre discursif. Mscope, 8.
: Christie, F. & Martin, J. (Eds.) (1997). Genre and institutions. Social Processes in the workplace and the school. London: Continuum.
: Coe, R. (1994) An arousing and fulfillment of desires: The rhetoric of genre in the process era - and beyond. En A. Freedman y P. Medway (eds.), Genre and the new rhetoric. London: Taylor & Francis. 181-90.
: Coffin, C. (1997). Constructing and giving value to the past: An investigation into Secondary School History. En F. Christie & J. Martin (Eds.), Genre and institutions: Social processes in the work place and school (pp. 196-230). London: Continuum.
: Connor, U. & Upton, T. (2004b). The genre of grant proposals: A corpus linguistics analysis. En U. Connor & T. Upton (Eds.), Discourse in the professions. Perspectives from corpus linguistics (pp. 235-255). Amsterdam: Benjamins.
: Cope, B. & Kalantzis, M. (1993). The powers of literacy: A genre approach to teaching writing. London: The Falmer Press.
: Cross, C. & Oppenheim, C. (2005). A genre analysis of scientific abstracts. Journal of Documentation, 62(4), 428-446.
: Dannels, D. (2009). Features of success in engineering design dresentations: A call for relational genre knowledge. Journal of Business and Technical Communication, 23(4), 399-427.
: Dardy, C., Ducard, D. & Maingueneau, D. (2002). Un genre universitaire: Le rapport de soutenance de thèse. París: Septentrion.
: De Pietro, J.-F. & Schneuwly, B. (2003). Le modèle didactique du genre: Un concept de l'ingénierie didactique. Les Cahiers Théodile, 3, 27-52.
: Devitt, A. (1993). Generalizing about genre: New conceptions of an old concept. College Composition and Communication, 44, 573-586.
: Devitt, A. (2015). Genre performances: John Swales' Genre Analysis and rhetorical-linguistic genre studies. Journal of English for Academic Purposes, 19, 44-51.
: Dias, P., Pare, A., Freedman, A. & Medway, P. (1999). Worlds apart: Acting and writing in academic and workplace contexts. Mahwah, NJ: Erlbaum. Coe, Richard, ed. (2002) Ideologies of genre. Hampton.
: Donovan, C. & Smolkin, L. (2006). Childrens’s understanding of genre and writing development. En C. MacArthur, S. Graham & J. Fitzgerald (Eds.), Handbook of Writing Research (pp. 131-143). Nueva York: Guilford Press.
: Dorgeloh, H. & Wanner, A. (2010). (Eds.) Syntactic variation and genre. Berlín: Mouton de Gruyter.
: Dressen-Hammouda, D. (2008). From novice to disciplinary expert: Disciplinary identity and genre mastery. English for Specific Purposes, 27(2), 233-252.
: Dreyfus, S. J., Humphrey, S., Mahboob, A. & Martin, J. R. (2015). Genre pedagogy in higher education: The SLATE project: Palgrave Macmillan.
: Dubois, B. L. (1980). Genre and structure of biomedical speeches. Forum Linguisticum, 5, 140-169.
: Dudley-Evans T. (1994). Genre analysis: An approach to text analysis for ESP. En M. Coulthard (Ed.), Advances in written text analysis (pp. 219-228). London: Routledge.
: Dudley-Evans, T. (1986). Genre analysis: An investigation of the introduction and discussion sections of MSc dissertation. In M. Coulthard (Ed.), Talking about text. Discourse analysis monograph 13 (pp. 128-145). Birmingham: University of Birmingham.
: Dudley-Evans, T. (2000). Genre analysis: A key to a theory of ESP? Iberica, 2, 3-11.
: Dudley-Evans. T. (1994). Genre analysis: an approach to text analysis for ESP. En M. Coulthard (ed.), Advances in Written Text Analysis (pp.219-228). Londres, Nueva York: Routledge.
: Fortanet, I., Posteguillo, S., Palmer, J.C., & Coll, J.F. (Eds.) (1998). Genre Studies in English for Academic Purposes. Castellón de la Plana: Publicacions de la Universitat Jaume I.
: Freedman, A. & Medway, P. (1994). Genre and the new rhetoric. London: Taylor and Francis.
: From a genre analysis viewpoint, an academic lecture is defined as a “a class of communicative events, the members of which share some set of communicative purposes” (^[67]Swales, 1990: 58). It is the main genre in tertiary education:
: Frow, J. (2006). Genre. Londres: Routledge.
: Gardner, S. & Nesi, H. (2013). A classification of genre families in university student writing. Applied Linguistics, 34(1), 25-52.
: Genre analysis has become one of the major influences on the current practices in the teaching and learning of languages, in general, and in the teaching and learning of ESP, in particular (Bhatia, 2005).
: Giltrow, J. & Stein, D. (2009). Genres in the Internet. Innovation, evolution and genre theory. In J. Giltrow & D. Stein (Eds.), Genres in the Internet. Issues in the theory of genre (pp. 1-26). Amsterdam: John Benjamins.
: Giltrow, J. (2017). Bridge to genre: Spanning technological change. In C. R. Miller & A. Kelly (Eds.), Emerging genres in new media environments (pp. 39-61). London: Palgrave Macmillan.
: Goethals, P. (2013). Travel blogs written by non-professionals: An exploratory analysis of a tourim genre. Iberica, 25, 147-170.
: Grabe, W. (2002). Narrative and expository macro-genre. En A. Jonhs (Ed.), Genre in the classroom. Multiple Perspective (pp. 285-288). Hillsdale: Lawrence Erlbaum.
: Graham, S. S. & Whalen, B. (2008). Mode, medium, and genre: A case study of decisions in New-Media design. Journal of Business and Technical Communication, 22(1), 65-91.
: Halliday, M. A. K. (1989). Some grammatical problems in scientific English. Australian Review of Applied Linguistics: Genre and Systemic Functional Studies, 5(6), 13-37.
: Hasan, R. (1984). The nursery tale as a genre. Nottingham Linguistic Circular, (Special Issue on Systemic Linguistics), 13, 71-102.
: Hasan, R. (1996). The nursery tale as genre. En C. Cloran, D. Butt & G. Williams (Eds.), Ways of Saying: Ways of Meaning. Selected Papers of Ruqaiya Hasan (pp. 51-72). Londres & Nueva York: Cassell.
: Herring, S. C., Scheidt, L. A., Bonus, S. & Wright, E. (2005). Weblogs as a bridging genre. Information, Technology & People, 18(2), 142-171.
: Holmes, R. (1997). Genre Analysis, and the Social Sciences: An Investigation of the Structure of Research Article Discussion Sections in Three Disciplines. English for Specific Purposes, 16(4), 321-337.
: Hyland, K. (1990). A genre description of the argumentative essay. RELC Journal, 21(1), 66-78.
: Hyland, K. (1992). Genre analysis: Just another fad. Forum, 33(2), 14-17.
: Hyland, K. (2002). Genre: Language, context and literacy. Annual Review of Applied Linguistics, 22, 113-135.
: Hyland, K. (2004). Genre and Second Language Writing. University of Michigan: Michigan Series on Teaching Multilingual Writers.
: Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164.
: Hyon, S. (1996). Genre en three traditions: Implications for ESL. TESOL Quartely, 30, 693-722.
: Ibáñez, R. (2010). The disciplinary text genre as a means for accessing disciplinary knowledge: A study from genre analysis perspective. En G. Parodi (Ed.), Academic and professional discourse genres in Spanish (pp. 189-112). Amsterdam: John Benjamins.
: In our study, we will take into consideration Bhatia’s (2004: 203) comprehensive definition of genre:
: Johns, A. (2002). Genre in the classroom. New Jersey: Earlbaum, Publishers.
: Johns, A. (Ed.). (2002). Genre in the classroom: Multiple perspectives. Mawhaw: Lawrence Erlbaum.
: Kamberelis, G. (1999). Genre development and learning: Children writing Stories, Science Reports, and Poems. Research in the Teaching of English, 33, 403-460.
: Knapp, P. & Watkins, M. (2005). Genre, text, gramar. Techonogies for teaching and assessing writing. Sidney: University of New South Wales Press.
: Kucan, L. & Beck, I. (1996). Four fourth graders thinking aloud: An investigation of genre effects. Journal of Literacy Research, 28, 259-287.
: Leki, I. (2011). Learning to write in a second language multilingual graduates and undergraduates. Learning-to-write and Writing-to-learn in an Additional Language expanding genre repertories, 85-109.
: León, J.A., Escudero, I. y van den Broek, P. (2000) Genre of the text and the activation of elaborate inferences: A cross-cultural study based on a think-aloud task. Trabajo presentado en el 10 Encuentro Anual de la Sociedad para el Texto y el Discurso, Lyon, France.
: León, J.A., Hytönnen, K. & Escudero, I. (en preparación). The infuence of genre on the activation of elaborative inferences: A cross-cultural study based on thinking-aloud tasks. Learning and Instruction.
: Li, L-J. & Ge, G-Ch. (2009). Genre analysis: Structural and linguistic evolution of the English-medium medical research article (1985-2004). English for Specific Purposes, 28(2), 93-104.
: Luke, A. (1994). Preface. En A. Freedman & P. Medway (Eds.), Genre and the new rhetoric (pp. 11-12). London: Taylor & Francis.
: Macken-Horarik, M. (2002). "Something to shoot for": A systemic functional approach to teaching genre in secondary school science. En A. Johns (Ed.), Genre in the classroom: Multiple perspective (pp. 64-79). Mawhaw: Lawrence Erlbaum.
: Magnet, A. & Carnet, D. (2006). Letters to the editor: Still vigorous after all these years?: A presentation of the discursive and linguistic features of the genre. English for Specific Purposes, 25(2), 173-199.
: Martin J. R. & Rose, D. (2008) Genre relations. Mapping culture. London: Equinox.
: Martin, J. & Rose, D. (2012). Learning to write, reading to learn. Genre, knowledge and pedagogy in the Sydney School. Sheffield (UK) and Bristol (USA) : Equinox Publishing.
: Martin, J. (1984). Language, register and genre. En C. Frances (Ed.), Children writing: Reader (pp. 21-30). Geelong, Vic.: Deaking University Press.
: Martin, J. (1993) Genre and literacy - Modeling context in educational linguistics. En W. Grabe et al. (eds.), Annual review of applied linguistics, 13. Issues in second language teaching and learning. Cambridge: Cambridge University Press. 141-73.
: Martin, J. (1997). Analysing genre: Functional parameters. En F. Christie & J. Martin (Eds.), Genre and Institutions: Social Processes in the Workplace and School (pp. 3-39). Londres: Cassell.
: Martin, J. (2002). A universe of meaning. How many practices?. En A. Jonhs (Ed.), Genre in the classroom. Multiple Perspective (pp. 269-278). Hillsdale: Lawrence Erlbaum Associates.
: Martin, J. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20(1), 10-21.
: Martin, J. (2012). A context for genre: Modelling social processes in functional linguistics. En Z. Wang (Ed.), Genre Studies: Collected Works of J. R. Martin, Volume 3. (pp. 248-77). Shanghai: Shanghai Jiaotong University Press.
: Martin, J. (2015). One of three traditions: Genre, functional linguistics, and the “Syndney School”. En N. Artemeva & A. Freedman (Eds.), Genre studies around the globe: Beyond the three traditions (pp. 31-79). Edmonton, Canada: Inkshed Publications.
: Martin, J. R. & Rose, D. (2007). Genre relations: Mapping culture. London: Equinox.
: Martin, J. R. ( en prensa b). A context for genre: modelling social processes in functional linguistics. En R. Stainton & J.Devilliers (Eds.), Communication in Linguistics. Toronto: GREF (Collection Theoria).
: Martin, J. R. (1984). Language, genre and register. In F. C. Geelong (Ed.), Children Writing: Reader (pp. 21-29). Geelong, Vic.: Deakin University Press.
: Martin, J. R. (1993). Genre and literacy - modelling context in educational linguistics. Annual Review of Applied Linguistics, 13, 141-172.
: Martin, J. R. (1997). Analysing genre: Functional parameters. En C. Frances & J. R. Martin (Eds.), Genre and institutions: Social processes in the workplace and school (pp. 3-39). Londres/ Nueva York: Continuum.
: Martin, J. R. (1997b). Register and genre: modelling social context in functional linguistics - narrative genres. En E. Pedro (Ed.), Proceedings of the First Lisbon International Meeting on Discourse Analysis. Lisbon: Colibri/APL.
: Martin, J. R. (2000). Grammar meets genre: Reflections on the Sydney school. Inaugural lecture at Sydney University Arts Association.
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