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Community and individuality: Performing identity in applied linguistics
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Abstract:
Recent research has emphasized the close connections between writing and the construction of an author's identity. While academic contexts privilege certain ways of making meanings and so restrict what resources participants can bring from their past experiences, we can also see these writing conventions as a repertoire of options that allow writers to actively and publicly accomplish an identity through discourse choices. This article takes a somewhat novel approach to the issue of authorial identity by using the tools of corpus analysis to examine the published works of two leading figures in applied linguistics: John Swales and Debbie Cameron. By comparing high frequency keywords and clusters in their writing with a larger applied linguistics reference corpus, I attempt to show how corpus techniques might inform our study of identity construction and something of the ways identity can be seen as independent creativity shaped by an accountability to shared practices.
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URL: https://ueaeprints.uea.ac.uk/id/eprint/65823/ https://doi.org/10.1177/0741088309357846
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English for professional academic purposes: writing for scholarly publication
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Constructing proximity: relating to readers in popular and professional science
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Being Swales and Cameron: constructing identity in applied linguistics
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Discursive practices in EAP: unpacking specificity in academic writing
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"Dinosaur teens were keen on sex": proximity in professional and popular science
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Knowledge transfer and academic context: specificity in EAP
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Reflecting on teaching writing: applying research to the classroom
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Community and individuality: performing identity in applied linguistics
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Claiming a territory: relative clauses in journal descriptions
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Academic lexis and disciplinary practice: corpus evidence for specificity
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In: International Journal of English Studies; Vol. 9 No. 2 (2009): Approaches to English as a Foreign Language Reading Comprehension: Research and Pedagogy ; International Journal of English Studies; Vol. 9 Núm. 2 (2009): Approaches to English as a Foreign Language Reading Comprehension: Research and Pedagogy ; 1989-6131 ; 1578-7044 (2009)
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