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

1) Candidate: rhetorical


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt190 - : There is also a rhetorical aspect to argumentative discourse in a more specific or strong sense: people who take part in argumentative discourse try to resolve the difference of opinion in their own favor, and their use of language and other aspects of their behavior are designed to achieve precisely this effect . This does, of course, not mean that the participants are exclusively interested in getting things their way. As a rule, they will at least pretend to be primarily interested in having the difference of opinion resolved. People who engage in argumentative discourse may be considered committed to what they have said or implicated.

2
paper CL_LiteraturayLingüísticatxt101 - : It is important to teach grammar in a way that students will find interesting and useful. For instance, in his article "Teaching Punctuation as a Rhetorical Tool," John Dawkins describes how good writers use punctuation as a form of rhetoric, regardless of grammatical rules. Many good writers break grammatical rules in their work. "There is a system underlying what good writers, in fact do; it is a surprisingly simple system; it is a system that enables writers to achieve important _even subtle_ rhetorical effects" ([34]1995: 533 ). Rhetoric is defined by The Oxford American Dictionary as "the art of using words impressively, especially in public speaking"([35]1980: 581). In writing, rhetoric can be defined as a method of persuading or affecting the reader.

3
paper CO_ColombianAppliedLinguisticsJournaltxt131 - : [2]vol.15 número1 [3]Establecimiento de ajuste y desempeño en exámenes de clasificaciín de acuerdo con necesidades locales [4]A contrastive analysis of rhetorical patterns in English and Spanish expository journal writing: A study for contrastive rhetoricians, teachers of second language composition, and translators [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas

4
paper CO_ColombianAppliedLinguisticsJournaltxt132 - : A contrastive analysis of rhetorical patterns in English and Spanish expository journal writing: A study for contrastive rhetoricians, teachers of second language composition, and translators

5
paper CO_ColombianAppliedLinguisticsJournaltxt132 - : Sanchez-Escobar, A. (2012). A contrastive analysis of rhetorical patterns in English and Spanish expository journal writing: A study for contrastive rhetoricians, teachers of second language composition, and trans- lators (2nd ed .). Jaén, Spain: Lengua Española Aplicada a la Enseñanza.186 pages ISBN: 9781479382118

6
paper CO_ColombianAppliedLinguisticsJournaltxt69 - : At another point she referred to the rhetorical rigidity of academic writing based on the AAS, which according to her stifled her creativity:

7
paper CO_ColombianAppliedLinguisticsJournaltxt199 - : are typographic resources that are associated with the linguistic mode of communication, but they also play a visual role because their display conveys paralinguistic information (Bateman, 2008). Both boldface in any color and italicized language communicate different levels of salience and emphasis: Red (e.g. rhetorical situation) is used for superordinate concepts and black boldface for subcategories under those superordinate concepts (e .g. author/speaker, message, purpose). In the explanation presented in SG, concepts such as author, message, and purpose constitute components of the rhetorical situation of a given text.

8
paper CO_ColombianAppliedLinguisticsJournaltxt199 - : characterized by grammatical complexity (Eggins, 2004), this page of SG is easy to read because, for example, it is mostly written in active voice (only two examples of passive voice are found) and makes little use of nominalizations: "provide your audience with a better understanding" (M3, paragraph 2). In brief, this page of SG draws on several semiotic resources to enact interactions such as inviting students to write annotations. It expresses positions and attitudes toward who is addressed, mainly, a casual and friendly pedagogical orientation, and toward what is being represented–the area of rhetoric which is presented as accessible and engaging to the extent that readers are positioned as practitioners of rhetorical analysis: "Your job as a rhetorical analysts is ..." (M3, paragraph 2).

9
paper CO_ColombianAppliedLinguisticsJournaltxt199 - : audiences" (see [39]Figure 3). Lexical coherence is attained through repetition of words such as "rhetoric," "rhetorical analysis," and "you" and through the inclusion of words or nominal groups that are common in the semantic field of rhetoric: speech, politicians, audience, manipulate, position, move, and rhetorical analysis .

10
paper CO_ColombianAppliedLinguisticsJournaltxt133 - : [2]vol.15 número1 [3]A contrastive analysis of rhetorical patterns in English and Spanish expository journal writing: A study for contrastive rhetoricians, teachers of second language composition, and translators [next0 .gif] [4] índice de autores [5]índice de materia [6]búsqueda de artículos [7]Home Page [8]lista alfabética de revistas

11
paper CO_ColombianAppliedLinguisticsJournaltxt63 - : With respect to our objective of raising the students' rhetorical awareness both as text producers and text readers, we can mention:

12
paper CO_CuadernosdeLingüísticaHispánicatxt162 - : The argumentative essay genre has a wide presence in the professional context of philosophy, as a relevant genre of its academic writing. It promotes communication, critical reflection, and argumentative skills (Rodríguez, 2007; Oller, 2013, Rayas & Méndez, 2017). The "conclusion" is a relevant textual section for the fulfillment of the communicative purpose of the essay genre. There are studies about rhetorical organization of the conclusions in various specialized genres (Ciapuscio & Otañi, 2002; Espejo, 2006; Stagnaro, 2012; Fuentes, 2013), however, research on rhetorical organization of the conclusion in philosophy essays does not stand up in literature. From a comprehensive-interpretive paradigm with a qualitative approach of exploratory-descriptive scope and based on the gender analysis model of Swales (1990, 2004), a description of the rhetorical organization that characterizes the moving conclusion of a corpus of 69 essays on philosophy was made. Rhetorical steps are highlighted:

13
paper CO_CuadernosdeLingüísticaHispánicatxt118 - : • Rhetorical question to be answered, that is, from the same question that emerges a series of arguments is displayed in order to respond to it, becoming a way of self-legitimization when proposing solutions or simply warning about a particular case from its position ideological:

14
paper CO_CuadernosdeLingüísticaHispánicatxt73 - : This article is part of the research project Dialectal Lexiconfrom Livestock Farming Community in Casanare, Colombia. This project seeks to characterize this speech community and identify some of its usual linguistic phenomena, autochthonous vocabulary and sociological impact in this area. The research was a descriptive-explanatory dialectal study with a quantitative-qualitative tendency, which theoretically and empirically describes the use of certain dialectal expressions. Through this analysis, it was found that, dialectal terms in livestock farming community from Casanare (Colombia) have become a rhetorical resource with a pragmatic role: enabling an easier and more fluid contact between conversational partners . In the same way, we found that linguistic variations, synonymy and polysemy are usual characteristics of most of the lexical samples studied, which present different alternatives to refer to the same things.

15
paper CO_FormayFuncióntxt160 - : The objective of this study was to evaluate the degree of ironic intent attributed to hyperboles and rhetorical questions in Spanish. To that effect, four experiments were carried out. In the first two, participants assessed the degree of ironic intent they perceived in brief statements (hyperboles and rhetorical questions) they heard under different conditions: with or without context . In experiments three and four, participants carried out two perception tasks, discriminating and identifying ironic intonation and neutral intonation in two different conditions (f0 contour and normal sentence). The results indicated a better identification of the ironic intent of mockery associated with hyperboles, and of criticism, associated with rhetorical questions. Contextual information was observed to have a greater weight than prosodic information when identifying the ironic intentions of mockery and criticism.

16
paper CO_FormayFuncióntxt172 - : RHETORICAL APPROACHES TO THE COLOMBIAN ARMED CONFLICT: A REVIEW OF THE LITERATURE

17
paper CO_Lenguajetxt147 - : Rhetorical organization and self-reference in the Linguistics abstract: An English-Spanish contrastive study

18
paper CO_Íkalatxt21 - : In regard to the first set of critiques, Kaplan, for example, contends that different cultures use different composing conventions, grammatical features, and strategies for text organization. Therefore, instructors cannot assume writers have background knowledge of these topics (1966, p.408). Following Kaplan (1966), Land and Whitley propose that instructors go beyond the teaching of grammar structures and delve into how students organize texts in their own language. To Land and Whitley, ESL/EFL instructors should become familiar with the rhetorical traditions students bring with them (1989: p .290) and broaden their concept of what constitutes good work (1989, p.291). Instructors need to allow students to bring ''their own storehouses of experiences'' into the process of writing (1989, p.286), since asking them to follow English rhetorical conventions without questioning them not only constitutes ''colonization,'' but also contributes to ''the death of our culture,'' (1989, p.289).

19
paper CO_Íkalatxt259 - : Liu, L. (2005). Rhetorical education through writing instruction across cultures: A comparative analysis of select online instructional materials on argumentative writing . Journal of Second Language Writing, 14(1), 1-18. [306]http://dx.doi.org/10.1016/j.jslw.2004.11.001 [ [307]Links ]

20
paper CO_Íkalatxt312 - : The Rhetorical Structure of Theses and Dissertations in Dentistry: A study in Hispano-America and Spain

21
paper VE_BoletindeLinguisticatxt28 - : 1. Mi traducción de: Scientific exposition is structured according to certain patterns of rhetorical organization which, with some tolerance for individual stylistic variation, imposes a conformity on members of the scientific community no matter what language they happen to use (Widdowson 1979: 61 ).

22
paper VE_Letrastxt199 - : The aim of this work is to show the structural organization (their sections) of academic reviews of books in Linguistics, the functional units related to global communicative purposes (Rhetorical Moves) and the local purposes they pursue (Steps). To do so, we found support on the model of rhetorical moves and stops (Swales, 1990, 2004) and analyzed twenty (20) reviews on linguistics written in Spanish and published in four (4) journals: Revista Signos, Boletín de Lingüística, Ibérica y Cuadernos Cervantes . This study reveals the existence of three (3) sections: presentation, description and content summary, and evaluative conclusion. Each of these sections contains their own rhetorical moves and steps. Whereas the content summary develops in a wide and continuous range throughout the review, the appraisal appears in an evident and surreptitious way, as a unitary or as a discontinuous fragment in the distinct sections of the review. In this sense, it appears to be the global communicative

23
paper VE_Letrastxt199 - : Suárez Tejerina, L. y Moreno, A. (2008). The rhetorical structure of literary academic book reviews: An English-Spanish cross-linguistic approach . En U. Connor, E. Nagelhout, & W. Rozycki (Eds.). Contrastive Rhetoric: Reaching to Intercultural Rhetoric [Libro en línea], pp. 147-168. Amsterdam: Benjamins. Disponible: http://www.unizar.es/aelfe2006/ALEFE06/1.discourse/28..pdf [Consulta: 2013, febrero 4].

24
paper corpusLogostxt26 - : The development of modern critical discernment cannot be separated from the introduction of punctuation symbols that allowed the distinction of levels of discourse, but also to take distance from the statement and to mark subjective attitudes involved in enunciation. This study aims to establish rhetorical effects and stylistic differences of punctuation in the work of Nietzsche and compare them with two references of critical discourse of modernity: Kant and Marx . It was performed an analysis of the frequencies of modal punctuation (question marks and exclamation marks, ellipses) and of those punctuation symbols that sequence and distinguish levels of discourse (parentheses, dashes, quotation marks) in the work of Nietzsche and in some writings of Kant and Marx. The results raise a discussion on the key role of the parentheses in Kant, quotation marks in Marx and dashes in Nietzsche.

25
paper corpusRLAtxt132 - : THE RHETORICAL ORGANIZATION OF THE TEXTBOOK GENRE OF ECONOMICS: A DISCOURSE OF A DISCIPLINE IN TRANSIT

26
paper corpusRLAtxt227 - : This paper aims to analyze the syntactic structure and rhetorical function of 250 dentistry research articles titles in Spanish. Length, punctuation, lexical-grammatical structure, and styles of titles were examined qualitatively and quantitatively. It was found an average of 15.5 words per title; three types of titles: nominal (78%), compound (21.2%) and full-sentence titles (0.8%). Titles without punctuation predominated. 21.2% used colon and period to form compound titles predominated. It was observed that compound titles combine two rhetorical components: topic-method and topic-description . Uni-head nominal constructions (using mainly non-discipline-specific nouns) using prepositional phrases (100%), adjectives (29%), non-personal verbal phrases (28%) and relative clauses (4.4%) as postmodifiers predominated.

27
paper corpusRLAtxt227 - : Shahidipour, V., y Alibabaee, A. (2017). Syntactic structures and rhetorical functions of electrical engineering, psychiatry, and linguistics research article titles in English and Persian: a cross-linguistic and cross-disciplinary study . Journal of Teaching Language Skills, 36, 1, 145-175. [325]https://doi.org/10.22099/jtls.2017.4066 [ [326]Links ]

28
paper corpusSignostxt426 - : In this respect, in spite of their distinct names in different disciplines, and considering the further definitions by Werth and Zarefsky, one can draw a parallel line between rhetorical space in Rhetorical Studies and discourse in Linguistics, the latter one defined as “a combination of text and its relevant context” (Werth, 1999: 47), where the context refers to “the situational context surrounding the speech event itself” (Werth, 1999: 83 ), and the text to both oral and written discourse. In the first case, it takes the form of transcription of speeches, which are normally used for this type of studies.

29
paper corpusSignostxt534 - : The active, self-discovery approach which learning English through poetry encourages (item 16) was highlighted by five students, especially in relation to the pleasure of disentangling rhetorical figures: ‘I enjoy trying to understand and decipher the metaphors in poetry’ . The demands of the interpretative process, however, might also justify the three negative opinions reported: ‘To understand a poem in English you have to read it several times. This is really boring and I usually get fed up’ or ‘The language and the content of poetry is difficult and therefore I lose interest in the class’.

30
paper corpusSignostxt252 - : These investigations have brought about the study of the distinctive element of the hypertext, namely, the link. Lewis et al. (1999) explored the history of links and drew a distinction between navigation and retrieval in information handling. Hammerich and Harrison (2002) studied the nature of the semantic relationships and rhetorical principles underlying link development and proposed a classification of link types from business websites for researchers and Web production teams . However, to the best of our knowledge, no study has been carried out concerning the characteristics of links in popular science hyperarticles.

31
paper corpusSignostxt252 - : Hyperlinks are the elements that define web-based texts and allow multiple texts to be connected. These connections make the web a different medium of communication by relating a text to another text, a text to a song, a text to a graphic, establishing "...a relationship that is semantic by nature and rhetorical by purpose" (Harrison, 2006:9 ). In the 1980s, links were designed and created by the author of the hypertext and were permanently fixed to the documents they referred to. However, links have evolved in a variety of ways and achieved their popularity on the Internet. In some systems links are held in link databases separately from the document to which they refer (Lewis, 1999). The evolution of the links brought about a vast classification of hyperlinks according to different and varied criteria. For instance, Lewis et al. (1999) classify them according to the hypermedia system design as static, i.e., point-to-point connections that are fixed and embedded in a hypertext and dynamic,

32
paper corpusSignostxt283 - : [...] a comprehensive map of appraisal resources that we could deploy systematically in discourse analysis, both with a view to understanding the rhetorical effect of evaluative lexis as texts unfold, and to better understanding the interplay of interpersonal meaning and social relations in the model of language and the social we were developing, especially in the area of solidarity (Martin, 2000: 148 ).

33
paper corpusSignostxt349 - : The rhetorical construction of the Colombian armed conflict: Metaphor and legitimization of warlike status of the conflict

34
paper corpusSignostxt364 - : Traditionally promotional discourse has been associated with advertising, which is often viewed as a form of discourse intended to inform and promote in order to sell ideas, goods, or services to a selected group of people (Bhatia, 1993). In his later work Bhatia (2004) highlights the typical rhetorical moves used in advertisements:

35
paper corpusSignostxt282 - : [...] a comprehensive map of appraisal resources that we could deploy systematically in discourse analysis, both with a view to understanding the rhetorical effect of evaluative lexis as texts unfold, and to better understanding the interplay of interpersonal meaning and social relations in the model of language and the social we were developing, especially in the area of solidarity (Martin, 2000: 148 ).

36
paper corpusSignostxt382 - : In her study on Romanian Parliamentary debates, Ilie (2010a) argues that this genre shows a tendency towards mitigating confrontations, in spite of the frequent direct and individualised addresses. Debates in Romania’s Parliament are oriented towards "handling cross-party confrontation and interpersonal differences by means of diversified rhetorical devices" (Ilie, 2010b: 204 ). The author concludes that a strategy to mobilise audience is the use of parliamentary ad-hoc dialogue with the whole audience or with individual members of the audience.

37
paper corpusSignostxt406 - : The impact of a linguistic intervention on rhetorical inferential comprehension and metacognition in EFL academic reading: A quasi-experimental, mixed-methods study^[23]*

38
paper corpusSignostxt406 - : Making rhetorical inferences: motivation, intention, arguments, target audience

39
paper corpusSignostxt406 - : One learner was more precise in her uptake of metalinguistic terms and her ability to relate those to rhetorical inferences:

40
paper corpusSignostxt410 - : show some differences between the rhetorical configurations in each subcorpus: in one case, ‘stating the purpose’ > ‘describing the methodology used’ ; whereas in the other, ‘contextualizing’ > ‘stating the purpose’. Thus, it becomes evident that there is an impact of the authors’ (as well as the journals’) epistemological –and ideological– positioning on the rhetorical configuration of the gender. These findings contribute to the advancement of knowledge of disciplinary languages, and they are thus relevant to the design of teaching proposals that address reflection on the tensions inherent to the disciplinary field as well as on the rhetorical- linguistic forms which are useful to the construction of self-positioning.

41
paper corpusSignostxt600 - : The decision to analyse how the writers’ voice is conveyed in RAs written by English L1 researchers should be understood as a preliminary stage in an attempt to obtain reliable results for further contrastive analyses. In other words, the decision to focus on the rhetorical choices made by native speakers can be justified on several additional grounds: first, it is well-known that it is imperative for scholars to publish their research in English in order to obtain a higher impact, scope, or visibility (^[90]Flowerdew & Li, 2009 ; Li, 2014; ^[91]McGrath, 2014). However, extensive research has echoed the pressures and problems that non-Anglophone writers face when having to publish their research in English in high-rank journals (^[92]Salager-Meyer, 2014; Li, 2014; ^[93]Martín-Martín, Rey-Rocha, Burgess & Moreno, 2014; ^[94]Moreno, Rey-Rocha, Burgess, López-Navarro & Sachdev, 2012). Such problems are sometimes related to their linguistic competence and proficiency in English, but are also

42
paper corpusSignostxt600 - : My taxonomy draws on previous studies, especially Hyland’s framework, and has been driven by direct observation of the data under examination. The labels selected for each function are the ones which, in my opinion, best describe the communicative functions performed at each rhetorical stage in the introduction and post-method sections and are as follows:

43
paper corpusSignostxt579 - : The analysis of the rhetorical organization of lecture introductions can provide models of their structure that students non-native to English can be familiarized with, resulting in their creation of “mental maps” which can assist the listeners in processing the lecture content (^[26]Lee, 2009: 43 ). Four genre analyses of lecture introductions have been produced to date - ^[27]Thompson (1994), ^[28]Lee (2009), ^[29]Shamsudin and Ebrahimi (2012) and ^[30]Yaakob (2013). The former three used relatively small corpora, consisting of 18, 10 and 6 lectures respectively, and the only study employing a more sizeable corpus was that of ^[31]Yaakob (2013), who analyzed 89 lecture introductions from the BASE corpus . Just one of these studies - that of ^[32]Shamsudin and Ebrahimi (2012), used a discipline-specific corpus (engineering), but, as noted above, consisting of just 6 lectures.

44
paper corpusSignostxt579 - : 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

45
paper corpusSignostxt579 - : Following ^[81]Thompson (1994) in his analysis of the impact of class size on the rhetorical organization of 10 lecture introductions from various disciplines taken from MICASE, ^[82]Lee (2009: 46) identified another move - WARMING UP, in which lecturers:

46
paper corpusSignostxt579 - : The analysis of our corpus of mathematics lectures yielded the following rhetorical organization ([114]Table 2):

Evaluando al candidato rhetorical:


4) organization: 12
6) discourse: 12 (*)
7) contrastive: 11 (*)
11) moves: 8
12) titles: 8
13) punctuation: 8 (*)
14) purpose: 8
15) communicative: 8 (*)
16) writers: 7
18) argumentative: 6 (*)
19) genre: 6 (*)

rhetorical
Lengua: eng
Frec: 551
Docs: 180
Nombre propio: 6 / 551 = 1%
Coocurrencias con glosario: 6
Puntaje: 6.749 = (6 + (1+6.56985560833095) / (1+9.10852445677817)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
rhetorical
: 11.Kanoksilapatham, Budsaba. 2007. Rhetorical moves in biochemistry research articles. En Douglas Biber; Ulla Connor y Thomas Upton (eds.), Discourse on the move, 73-119. Amsterdam: John Benjamins.
: 12. Burgess, S. (2002). Packed houses and intimate gatherings: Audience and rhetorical structure. En J. Flowerdew (Comp.), Academic discourse (pp. 197-215). Londres: Longman.
: 31. Mann, William y Sandra Thompson. 1988. Rhetorical structure theory: Toward a functional theory of text organizations. Text 8. 243-281.
: 6. Flower, L. y Hayes, J. (1980). The cognition of discovery: defining a rhetorical problem. College Composition and Communication, 31, 21-32.
: 75. Tse, P. y Hyland, K. (2009). Discipline and gender: Constructing rhetorical identity in book reviews. En K. Hyland y G. Diani (coords.), Academic evaluation: Review genres in university settings (pp. 105-121). Londres: Palgrave-Macmillan.
: Abbott, D. (1996). Rhetoric in the New World: Rhetorical Theory and Practice in Colonial Spanish America. Columbia, South Carolina: University of South Carolina Press.
: Abdalla, M., Rudzicz, F. & Hirst, G. (2017). Rhetorical structure and Alzheimer’s disease. Aphasiology, 32(1), 41-60.
: Artemeva, N. & Freedman, A. (Eds.). (2006). Rhetorical genre studies and beyond. Canada: Inkshed.
: Artemeva, N. (2005). A time to speak, a time to act. A rhetorical genre analysis of a novice engineer’s calculated risk taking. Journal of Business and Technical Communication, 19(4), 389-421.
: Asuncion, Z., y Querol, M. (2013). Rhetorical moves in the introductions of masters’ theses. Graduate Research Journal, 6(1-2), 65-85.
: BITZER, L. (1968) "The rhetorical situation", Philosophy and Rhetoric, 1, 1-14.
: BRENT, D. (1992) Reading as rhetorical invention, Urbana: National Council of Teachers of English.
: Baker, Mona. (1988). Sub-technical vocabulary and the ESP teacher: An analysis of some rhetorical items in medical journal articles. Reading in a Foreign Language, 4(2): 91-105.
: Bazerman, C. (1993b). Money talks: Adam Smith's rhetorical project. In W. Henderson, T. Dudley-Evans & R. Backhouse (Eds.), Economics and language (pp. 173-99). London: Routledge.
: Bazerman, C. (2001). Nuclear information: One rhetorical moment in the construction of the information age. Written communication 18:3, 259-295.
: Billig, M. (1996). Arguing and thinking. A rhetorical approach to social psychology. Cambridge: Cambridge University Press and Maison des Sciences de l´Homme.
: Bitzer, L. (1966). The rhetorical situation, Philosophy and Rhetoric, 1, 1-14.
: Bitzer, L. (1968). The rhetorical situation. In W. A. Covino (Ed.), Rhetoric: Concepts, definitions, boundaries (pp. 1-14). Boston, M.A.: Allyn and Bacon.
: Bitzer, L. (1968). The rhetorical situation. Philosophy and Rhetoric, 1, 1-14.
: Burgess, S. (2002). Packed houses and intimate gatherings: Audience and rhetorical Structure. En J. Flowerdew (Ed.), Academic Discourse (pp. 196-215). Harlow, Inglaterra: Pearson Education.
: CARREL, P. (1983) "The effects of the rhetorical organization", ESL readers, TESOL QUATERLY, Col.18 N 13:441-469.
: Code, L. (1995). Rhetorical spaces: Essays in gendered locations. New York: Routledge.
: Crismore, A. (1989). Talking with readers. Metadiscourse as rhetorical act. New York: Lang.
: Da Cunha, Iria e Iruskieta, Mikel. (2010). Comparing rhetorical structures in different languages: the influence of translation strategies. En Discourse Studies, 12(5), 563-598.
: Dastjerdi, Z. S., Tan, H., y Abdullah, A. N. (2017). Rhetorical structure of integrated results and discussion chapter in master’s dissertations across disciplines. Discourse and Interaction, 10(2), 61-83. [344]https://doi.org/10.5817/DI2017-2-61
: Dawkins, John. "Teaching Punctuation as a Rhetorical Tool." College Composition and Communication, Dec. 1995: 533-548.
: Del Saz-Rubio, M. M. (2019). A contrastive genre-based approach to the rhetorical structure and use of interactional metadiscourse in the results and discussion section of Food Science & Technology Papers. Miscelánea: A Journal of English and American Studies, 59, 13-45.
: FLOWERS, L. S. y Rayes, J. R. (1988) «The cognition of discovery: Defining a rhetorical Problem» The Writing Teacher's Sourcebook.
: Faller, M. (2007). The Cusco Quechua Reportative Evidential and Rhetorical Relations. Linguistische Berichte Sonderheft Special Issue on Endangered Languages, 14, 223-251.
: Fernández, Sabela. (2016). The cognitive and rhetorical role of term variation and its contribution to knowledge construction in research articles. Terminology. 22 (1), pp. 52-79.
: Flower, L. & Hayes, J. (1980). The cognition of discovery: Defining a rhetorical problem. College composition and Comunication, 31, 21-32.
: Greenbaum, A. (1999). Stand-up comedy as rhetorical argument: An investigation of comic culture.Humor-International Journal of Humor Research,12(1), 33-46.
: HALLORAN, S. M. (1997). "The Birth of molecular Biology: An Essay in the Rhetorical Criticism of Scientific Discourse", en R. A. Harris (ed.), Landmark Essays on Rhetoric of Science. Case Studies. New Jersey: Lawrence Erlbaum Associates, Inc. pp 39-50.
: Haas, C. (1994). Learning to read biology: One student’s rhetorical development in college. Written Communication, 11(1), 43-84. doi: [148]https://doi.org/10.1177/0741088394011001004
: Hanania, E. & Akhtar, K. (1985). Verb form and rhetorical function in science writing: A study of MS theses in Biology Chemistry and Physics. The ESP Journal, 4, 49-58.
: Hung, H., Chen, P. & Tsai, J. (2012). Rhetorical structure and linguistic features of case presentations in case reports in Taiwan ese and international medical journals. Journal of English for Academic Purposes, 11(3), 220-228. doi: 10.1016/j.jeap.2012.04.004.
: Kanoksilapatham, B. (2005). Rhetorical Structure of Biochemistry Research Articles. English for Specific Purposes, 24(3), 269-292.
: Kanoksilapatham, B. (2007). Rhetorical moves in biochemistry research articles. En D. Biber, U. Connor & T. A. Upton (Eds.), Discourse on the move. Using corpus analysis to describe discourse structure (pp. 73-119). Ámsterdam & Filadelfia: John Benjamins.
: Karapetjana, I., y Rozina, G. (2016). Rhetorical structure of the research article in dentistry. Russian Linguistic Bulletin, 3(7), 10-14. [396]https://dx.doi.org/10.18454/RULB.7.40
: Karapetjana, R. (2016). Rhetorical structure of the research article in dentistry. Russian Linguistic Bulletin, 3, 10-14.
: Kawase, T. (2018). Rhetorical structure of the introductions of applied linguistics Ph. D. theses. Journal of English for Academic Purposes, 31, 18-27. [399]https://doi.org/10.1016/j.jeap.2017.12.005
: Kelly, G. J, Bazerman, C., Skukauskaite, A., y Prothero, W. (2010). Rhetorical features of student science writing in introductory university oceanography. En C. Bazerman et al. (Eds.), Traditions of Writing Research (pp. 265-282). New York: Routledge.
: Kennedy, L.C. 2007. Expanding Test Specifications with Rhetorical Genre Studies and Activity Theory Analyses. Ann Harbor: Eric (Documento Eric número ED498923).
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