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Community and individuality: Performing identity in applied linguistics
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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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Abstract:
The view of academic discourse as a rhetorical activity involving interactions between writers and readers is now central to most perspectives on EAP, but these interactions are conducted differently in different disciplinary and generic contexts. In this paper I use the term proximity to refer to a writer's control of those rhetorical features which display both authority as an expert and a personal position towards issues in an unfolding text. Examining a corpus of texts in two very different genres, research papers and popular science articles, I attempt to highlight some of the ways writers manage their display of expertise and interactions with readers through rhetorical choices which textually construct both the writer and the reader as people with similar understandings and goals.
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Keyword:
HM Sociology; P Philology. Linguistics; PN Literature (General)
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URL: http://wrap.warwick.ac.uk/48524/ https://doi.org/10.1016/j.jeap.2010.02.003
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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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