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Towards the Synergy of Genre- and Corpus-Based Approaches to Academic Writing Research and Pedagogy

Towards the Synergy of Genre- and Corpus-Based Approaches to Academic Writing Research and Pedagogy

Xiaofei Lu, J. Elliott Casal, Yingying Liu
Copyright: © 2021 |Volume: 11 |Issue: 1 |Pages: 13
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781799862222|DOI: 10.4018/IJCALLT.2021010104
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MLA

Lu, Xiaofei, et al. "Towards the Synergy of Genre- and Corpus-Based Approaches to Academic Writing Research and Pedagogy." IJCALLT vol.11, no.1 2021: pp.59-71. http://doi.org/10.4018/IJCALLT.2021010104

APA

Lu, X., Casal, J. E., & Liu, Y. (2021). Towards the Synergy of Genre- and Corpus-Based Approaches to Academic Writing Research and Pedagogy. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 11(1), 59-71. http://doi.org/10.4018/IJCALLT.2021010104

Chicago

Lu, Xiaofei, J. Elliott Casal, and Yingying Liu. "Towards the Synergy of Genre- and Corpus-Based Approaches to Academic Writing Research and Pedagogy," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 11, no.1: 59-71. http://doi.org/10.4018/IJCALLT.2021010104

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Abstract

This paper outlines the research agenda of a framework that integrates corpus- and genre-based approaches to academic writing research and pedagogy. This framework posits two primary goals of academic writing pedagogy, that is, to help novice writers develop knowledge of the rhetorical functions characteristic of academic discourse and become proficient in making appropriate linguistic choices to materialize such functions. To these ends, research in this framework involves 1) compilation of corpora of academic writing annotated for rhetorical functions, 2) analysis of the organization and distribution of such functions, 3) analysis of the linguistic features associated with different functions, 4) development of computational tools to automate functional annotation, 5) use of the annotated corpora in academic writing pedagogy, and 6) exploration of the role of form-function mappings in academic writing assessment. The implications of this framework for promoting consistent attention to form-function mappings in academic writing research, pedagogy, and assessment are discussed.

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