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

1) Candidate: genres


Is in goldstandard

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paper corpusSignosTxtLongLines172 - : Veltman, R. (1998). Lars Porsena and my bonk manager: A systemic–functional study in the semogenesis of the language of swearing. En A. Sanchez–Macarro & R. Carter (Eds.), Linguistic choice across genres: Variation in Spoken and Written English (pp . 301–316). Amsterdam: Benjamins. [ [98]Links ]

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paper corpusSignosTxtLongLines186 - : In this paper we study grammatical features relevant in Spanish from a functional point of view, to the extent that they can be associated with semantic and pragmatic functions of discourse (Halliday, 1994; Biber, Conrad & Reppen, 1998). Specifically, we analyse the occurrence of grammatical features associated with two textual characteristics, subjectivity and argumentation, in three discourse genres: didactic genres (school book, professional school manual, etc .), popularized genres (popularized article, popularized book, review, etc.), and behaviour-regulating genres (contract, agreement, law, etc.). In this research we study texts included in the corpus of the Royal Academy of Spanish Language (RAE), available in Internet, in order to obtain and to quantify automatically the features observed. The results show differences in grammatical characteristics of each discourse genres, both from a quantitative perspective and a qualitative one, in other words, the grammatical units observed are

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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 corpusSignosTxtLongLines252 - : * Extant subgenres: based on genres existing in other media which have migrated to a computer environment and are faithfully replicated without fully exploiting the capabilities of the new medium . Examples of these are: newspapers, dictionaries, biographies and research articles.

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paper corpusSignosTxtLongLines252 - : * Novel genres: wholly dependent on the new medium and could not exist in another one . Examples of these are: hyperfiction, home pages or virtual games.

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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 - : Appraisal in the research genres: An analysis of grant proposals by Argentinean researchers

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paper corpusSignosTxtLongLines282 - : 1. Research genres: The grant proposal

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paper corpusSignosTxtLongLines283 - : Appraisal in the research genres: An analysis of grant proposals by Argentinean researchers

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paper corpusSignosTxtLongLines283 - : 1. Research genres: The grant proposal

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paper corpusSignosTxtLongLines291 - : Digital genres: Introducing books on the Internet

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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 corpusSignosTxtLongLines299 - : Relevance Theory and socio-rhetorical analysis of text genres: Analysis of answers in direct and indirect query-letters

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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 - : In the learning community, the linked courses were selected and designed to help students overcome the perception that first-year writing is an encapsulated activity unrelated to the engineering curriculum and to foster an environment in which the students were encouraged to make useful or meaningful connections between the disciplines of writing and engineering. The first two thirds of the course was designed to have them write about agriculture and engineering, presumably what they knew best. Unit 1 was titled 'Who are you? Where do you come from? What does it mean to be at the university?' Unit 2 was titled 'Where are you going? What do you want to become?' They wrote about their farming backgrounds and their future career in engineering. But significantly, as it turned out, they wrote genres that were, with one exception, from English: a personal narrative paper on identity, a future career plan, and a dream resume (see [25]Figure 1 ).

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paper corpusSignosTxtLongLines300 - : he believed the genres would be useful to him in the future:

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paper corpusSignosTxtLongLines300 - : Hans wrote about the technical communication genres in his end-of-semester reflection for English 104. From Hans's perspective, knowing that he was developing a 'real world' product was motivating for him, because he perceived the assignment 'would be applicable to real live situations.' In activity theory terms, Hans could imagine the genres as a tool-in-use:

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paper corpusSignosTxtLongLines309 - : With the demise of formalism in linguistics, education of mother tongue and foreign language needs revising. Formal trends fall short of the two major challenges in education today: making students fit to operate in a multilingual world and making them proficient for using language -both L1 and L2- in society, that is, having a full grasp of academic and professional genres. This article makes an actual proposal of curriculum innovation that takes genres -with a nod to the systemic functional theory behind it- as the ultimate unit in language programming and that is being embraced in some parts of Europe under the label: 'integrated language curriculum' . A historical review, a cognitive account based on language information processing, and some structure for classroom implementation are also considered.

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paper corpusSignosTxtLongLines361 - : Genres in school teaching: Configurations of meaning in History and Biolog y lessons from a multimodal perspective

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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 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 corpusSignosTxtLongLines442 - : “a grouping of closely related genres serving broadly similar communicative purposes, but not necessarily all the communicative purposes in cases where they serve more than one” (Bhatia, 2004: 59 ).

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paper corpusSignosTxtLongLines485 - : As several scholars, including ^[34]Bhatia (1993) and ^[35]Parodi (2008), have noted, certain textual genres can be viewed as pertaining to a specific domain: for example, recipes are part of the culinary domain, and laws pertain to the legal domain . However, other genres - including, inter alia, research articles, reports, formal letters, and theses- are crosscutting, extending beyond specialized domains and remaining largely unchanged in different disciplines. In this sense, according to ^[36]Parodi (2010), a distinction can also be made between professional genres (such as business plan and patient record) and academic genres (such as PhD thesis and master’s thesis). The former are mostly written by professionals and the latter are mostly written by students.

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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

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paper corpusSignosTxtLongLines577 - : Grammar features and discourse style in digital genres: The case of science-focused crowdfunding projects

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paper corpusSignosTxtLongLines577 - : ^[57]Luzón, 2017), which recalls ^[58]Biber and Gray’s (2016) claim that there is an increasing ‘colloquialisation’ of written texts in digital media. Research also contends that the functional goals associated with the linguistic features of these texts are to construct a credible online identity, assert the researchers’ professionalism and create proximity with readers. Studies on spoken genres such as TED Talks also report the use of conversational features such as deictics, person pronouns (I/you) and inclusive we-pronouns to communicate expert knowledge while conveying “a certain degree of informality and colloquialism” (^[59]Caliendo, 2012: 101 ). It is also argued that TED Talk presenters use stance markers to express judgments and position themselves subjectively (^[60]Scotto di Carlo, 2014).

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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

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paper corpusSignosTxtLongLines577 - : The present study also sheds light on the situational (register) and contextual (genre) constraints that shape digital texts. In TED Talks, presenters use a conversational style to tell issues of science and the use of linguistic resources such as first and second person pronouns reduces distance “to breach the expert/non expert barrier” (^[178]Scotto di Carlo, 2014: 201). In research blogs, conversational features construct proximity (^[179]Luzón, 2013), and in online medical campaigns language resources help scientists to construct credible identities (^[180]Paulus & Roberts, 2018). In analysing science popularisation genres, ^[181]Motta Roth and Scotti Scherer (2016: 173 ) also underline the “interdiscursivity between discourses from scientific, pedagogic and media spheres”. In the crowdfunding proposals analysed in this study, the situational and contextual constraints easily explain why these texts rely on both grammatical features that are typical of conversation and features

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paper corpusSignosTxtLongLines577 - : Luzón, M. J. (2017). Connecting genres and languages in online scholarly communication: An analysis of research group blogs . Written Communication, 34(4), 1-31. [218]https://doi.org/10.1177/0741088317726298 [ [219]Links ]

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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

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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 genres:


5) texts: 8 (*)
6) discourse: 8 (*)
14) communicative: 7 (*)
16) swales: 6
17) digital: 6 (*)
19) perspective: 6
20) variation: 6 (*)

genres
Lengua: eng
Frec: 449
Docs: 113
Nombre propio: 3 / 449 = 0%
Coocurrencias con glosario: 5
Puntaje: 5.671 = (5 + (1+5.58496250072116) / (1+8.81378119121704)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
genres
: “a staged, goal-oriented social process. Social because we participate in genres with other people; goal–oriented because we use genres to get things done; staged because it usually takes us a few steps to reach our goals” (Martin & Rose, 2003: 7).
: 32Para estos deslindes sobre la plegaria ver: Tzvetan Todorov. Les genres du discours. París, Du Seuil, 1978, p. 256 Y ss.
: 42Sobre las formulaciones literarias de la magia, cf. Tzvetan Todorov. «Le discours de la magie», en Les genres du discours, Paris, Du Seuil, 1978, pp. 246–282.
: According to Fairclough (2006), a distinction should be made between discourses, genres and styles. He describes the relationship between the three as follows: a discourse is operationalised through the following processes:
: Adam, J. & Heidmann, U. (2004). Des genres à la généricité. L'exemple des contes (Perrault et les Grimm). Langages, 153, 62-72.
: Adam, J. (1999). Linguistique textuelle. Des genres de dicours aux textes. Paris: Nathan/HER.
: Adam, J. (2001). Entre conseil et consigne: Les genres de l' incitation à la action. Practiques, decembre, 7- 38.
: Adam, J. M. (1999). Linguistique textuelle. Des genres de discours au textes. Paris: Nathan.
: Aparici, M., Perera, J., Rosado, E. & Tolchinsky, L. (2000). (Eds.). Developingliteracy across genres,modalities, and languages. Barcelona: Institute of Educational Sciences, University of Barcelona.
: Askehave, I. & Nielsen, A. (2004). Web-mediated genres: A challenge to traditional genre theory. Working Papers, 6, 1-50.
: BAJTÍN, M. (1986). Speech Genres and Other Late Essays. C. Emerson y M. Holquist (ed.). Austin: Universidad de Texas.
: Bakhtin, M. (1986). Response to a question from the novy mir editorial staff. En C. Emerson & M. Holquist (Eds.), Speech genres and other late essays (pp. 1). Austin: university of Texas.
: Bakthin, M.M. (1986). Speech genres and other late essays. Austin, Tx: University of Texas Press.
: Bamford, J. & Bondi, M. (Eds.) (2005). Dialogue within discourse communities. metadiscursive perspectives on Academic Genres. Berlin: De Gruyter.
: 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. (1999b). Letters and the social grounding of differentiated genres. In D. Barton & N. Hall (Eds.), Letter writing as a social practice (pp. 15-30). Amsterdam: Benjamins.
: Bazerman, C. (2004). Speech acts, genres, and activity systems: How texts organize activity and people. En P. Prior & C. Bazerman (Eds.),What writing does and how it does it(pp. 309-339). Nueva Jersey: Lawrence Erlbaum.
: 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. (2004). Speech acts, genres, and activity systems: How texts organize activity and people. En P. Prior & Ch. Bazerman (Eds.), What Writing Does and How It Does It (pp. 309-339). Nueva Jersey: Lawrence Erlbaum.
: 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.
: Bergmann, J. & Luckmann, T. (1994). Reconstructive genres of everyday communication. Aspects of oral communication. (Ed.) Uta Quasthoff. Breling: DeGruyter.
: Bhatia, V. (2000). Genres in conflict. En A. Trosborg (Ed.), Analysing professional genres (pp. 147-162). Amsterdam: Benjamins.
: Bhatia, V. K. (2005). Generic patterns in promotional discourse. En H. Halmari & T. Virtanen (Eds.), Persuasion Across Genres (pp. 213-225). The Netherlands: John Benjamins.
: Biber, D. & Finegan, E. (1989). Drift and the evolution of English style: A history of three genres. Language, 65(3), 487-517.
: Bondi, M. (1996). Language Variations across Genres. Quantifiers and Worlds of Reference in (and around) economics textbooks. ASp, 11(14), 33-53.
: Bondi, M. (1999). English Across Genres: Language Variation in the Discourse of Economics. Modena: Il Fiorino.
: Bondi, M. (2010). Metadiscursive practices in Introductions: Phraseology and Semantic Sequences across Genres. Nordic Journal of English Studies, 9(2), 99-123.
: Branca-Rossof, S. (2004a) Des innovations et des fonctionnements de langue rapportés à des genres. Langage et Sociét, 87. [En prensa].
: Branca-Rossof, S. (2004b). Types, modes et genres. Langage et Société, 87. [En prensa].
: Bronckart, J. P. (2004). Les genres de textes et leur contribution au devéloppement psychologique. Langages. Les genres de la parole, 153, 98-108.
: Caliendo, G. (2012). The popularisation of science in web-based genres. In G. Caliendo & G. Bongo (Eds.), The language of popularisation: Theoretical and descriptive models (pp. 101-132). Bern: Peter Lang.
: Carrió-Pastor, M. L. (2019). Authorial engagement in business emails. Engagement in professional genres. In C. Sancho-Guinda (Ed.), Engagement in Professional Genres (pp 48-65). Pragmatics and Beyond New Series.
: Charaudeau, P. (1997). Les conditions d’une typologie des genres télévisuels d’information. Réseaux, 81.
: Christie, F. & Martin, J. (1997). Genres and institutions. Social processes in the workplace and school. London: Continuum.
: Ciapuscio, G. (2007). Genres et familles de genres: Apports pour l'acquisition de la competence generique dans le domaine academique. Études de Linguistique Apliquée, 4(148), 405-416.
: Crowston, K. & Williams, M. (1998). Reproduced and emergent genres of communication on the World Wide Web [on line]. Available in: [29]http://crowston.syr.edu/papers/genres-journal.html
: Devitt, A. (2004). Writing genres. Carbondale: Southern Illinois University Press.
: Dolz, J. & Schneuwly, B. (1997). Les genres scolaires -Des pratiques langagières aux objets d’enseignement. Repères, 15, 27-40.
: Donovan, C. (2001). Children’s development and control of written story and informational genres: Insights from one elementary school. Research in the Teaching of English, 18, 345-366.
: Eggins, S. & Martin, J. (1996). Genres and registers of discourse. Em T. van Dijk (Ed.), Discourse: A multidisciplinary introduction (pp. 232-256). London: Sage.
: England (Russell, Lea, Parker, Street & Donahue, 2009). Students must communicate in a range of genres in a range of modes in their courses in their disciplines, and often in other courses.
: Feak, C. B. & Swales, J. M. (2011). Creating contexts: Writing introductions across genres. Ann Arbor, MI: University of Michigan Press.
: Flowerdew, J. (1993). An educational, or process, approach to the teaching of professional genres. ELT Journal, 47, 305-316.
: Gallego, L., Castelló, M. & Badia, A. (2015). Faculty feelings as writers: Relationship with writing genres, perceived competences, and values associated to writing. Higher Education, 1-16.
: Gillespie, A., Olinghouse, N. G. & Graham, S. (2013). Fifth-grade students' knowledge about writing process and writing genres. Elementary School Journal, 113(4), 565-588. Doi: 10.1086/669938
: 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.
: Gläser, R. (1993). A Multi-level Model for a Typology of LSP Genres. Fachsprache. International Journal of LSP, 15 (Heft 1-2), 18-26.
: Goldman, S. & Bisanz, G. (2002). Toward a functional analysis of scientific genres: Implications for understanding and learning processes. En J. Otero, J.A. León & A.C. Graesser (Eds.), The psychology of science text comprehension (pp. 19-50). Hillsdale, N.J.: Erlbaum.
: Gray, B. & Biber, D. (2012). Current conceptions of stance. En K. Hyland & C. Sancho (Eds.), Stance and voice in written academic genres (pp. 15-32). Londres: Palgrave.
: Grimshaw, A. (2003). Genres, registers, and contexts of discourse. En A.C. Graesser, M. Gernsbacher & A. Goldman (Eds.), Handbook of discourse processes (pp. 25-82). Mahwah, N.J: Erlbaum.
: Gross, A. G. & Chesley, P. (2012). Hedging, Stance and Voice in Medical Research Articles. En K. Hyland & C. Sancho Guinda (Eds.), Stance and Voice in Written Academic Genres (pp. 85-110). Hampshire: Palgrave Macmillan.
: Göpferich, S. (2000). Analysing LSP Genres (Text Types): From Perpetuation to Optimization in Text(-type) Linguistics. En A. Trosborg (Ed.). Analysing Professional Genres (pp.227-247). Amsterdam/Philadelphia: John Benjamins Publishing Company.
: Hanks, W. (1987). Discourse genres in a theory of practice. American Ethnologist, 14, 668-692.
: Hyland, K. & Sancho, C. (Eds.) (2012). Stance and voice in written academic genres. Nueva York: Palgrave Macmillan.
: 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.
: Ignatieva, N. & Rodríguez-Vergara, D. (2015). Verbal processes in academic language in Spanish: Exploring discourse genres within the systemic functional framework. Functional Linguistics, 2(2), 1-10.
: Kurzon, D. (1997). Legal language: Varieties, genres, registers, discourses. International Journal of Applied Linguistics, 7(2), 119-139.
: Lemke, J. L. (2002). Multimedia genres for scientific education and science literacy. En M. J. Schleppegrell & C. Colombi (Eds.), Developing Advanced Literacy in First and Second Languages (pp. 21-44). Mawhaw: Erlbaum.
: Luckmann, T. (1992). On the communicative adjustment of perspectives, dialogue and communicative genres. The dialogical alternative. Ed. Astri Heen Wold. Oslo: Scandinavian University Press.
: Magaña, D. (2021). Modality across genres in Spanish as a heritage language. Revista Española de Lingüística Aplicada.
: Markel, M. (2009). Time and exigence in temporal genres. Journal of Business and Technical Communication, 23(1), 3-27.
: Martin, J. R. (1997a). Analysing genre: functional parameters. En F. Christie & J. R. Martin (Eds.), Genres and Institutions (pp. 3-39). London: Cassell.
: 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., & Plum, G. (en prensa). Construing experience: some story genres. Journal of Narrative and Life History.
: Martin, J.R. (1997). Analysing genre: Functional parameters. In F. Christie & J.R. Martin (Eds.), Genres and institutions: Social processes in the workplace and school (pp. 3-39). London: Cassell.
: Miller, C. R. & Kelly, A. (Eds.) (2017). Emerging genres in new media environments. London: Palgrave Macmillan.
: Moirand, S. (2001). Du traitement différent de l'intertexte selon les genres convoqués dans les événements scientifiques à caractère politique. Semen, 13, 97-117.
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: When the students moved to argumentative writing in the second semester, notable issues emerged regarding the nuanced differences between genres, which posed challenges for the students in terms of their alignment with the online resources. As Mary recalled:
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