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Text-organizing metadiscourse: Tracking changes in rhetorical persuasion
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| 22 |
In the frame: signalling structure in academic articles and blogs
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Academic blogging: writers’ views on interacting with readers
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Prescription and reality in advanced academic writing
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In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 39, 2020, pags. 14-42 (2020)
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Academic blogging: Scholars’ views on interacting with readers
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In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 39, 2020, pags. 267-294 (2020)
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Abstract:
Academic blogs have become increasingly important as a means of disseminating research and attracting wider non-academic audiences or like-minded peers to new areas of scholarly activity. The heterogeneity and unfamiliarity of the audience means that writers need to present information in perhaps unfamiliar ways, creating interest and encouraging readers to engage with the topics. In this paper, we explore academics’ perceptions of this challenge and particularly how they go about establishing a relationship which will hook and then persuade these new readers. Based on semi-structured interviews with 22 UK academics from a variety of disciplines, we explore the perceptions and practices of writers and how these differ from when they are engaged in writing research papers. We also compare their perceptions with academics who routinely read blogs as part of their scholarly work. The results show key ways in which writers go about interacting with readers and how they seek to draw them into the text through a range of rhetorical devices. We also observe that these rhetorical practices exhibit features of both academic and disciplinary conventions, suggesting that academic blogs are very much an academic genre ; Le Blog académique est devenu de plus en plus important comme moyen de diffuser les résultats de la recherche académique vers les groupes non-académiques en attirant l’attention de nouveaux lecteurs sur les activités scientifiques. En raison de l’hétérogénéité et de la méconnaissance des lecteurs, les auteurs des Blogs académiques doivent présenter les informations d’une manière originale et plus intéressante pour encourager les lecteurs à construire les sujets. Dans cet article, nous explorons les perceptions de ce défi et particulièrement de la manière par laquelle ils établissent une relation qui accrochera et persuadera ces nouveaux lecteurs. Sur la base d’interviews avec 22 chercheurs britanniques de plusieurs disciplines, nous explorons les perceptions et les pratiques des auteurs, ainsi que les différences entre celles-ci et celles qui ont lieu avec des articles de recherche traditionnels. Les résultats montrent comment les auteurs interagissent avec les lecteurs et cherchent à les emmener dans le texte à travers une série de stratégies rhétoriques. Nous observons également que ces pratiques rhétoriques montrent des caractéristiques des conventions académiques et disciplinaires et suggèrent que le Blog académique est aussi un genre académique
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URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=7548426
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| 29 |
Points of Reference: Changing Patterns of Academic Citation
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| 31 |
Specialized English.:New Directions in ESP and EAP Research and Practice
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“I won't publish in Chinese now”: Publishing, translation and the non-English speaking academic
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Nouns and Academic Interactions: A Neglected Feature of Metadiscourse
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Novice Writers and Scholarly Publication:Authors, Mentors, Gatekeepers
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| 38 |
Genre and Discourse Analysis in Language for Specific Purposes
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| 39 |
Participation in publishing:The demoralizing discourse of disadvantage
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