Combining English for Specific Purposes (ESP) genre-based analysis, corpus-based language studies, and semi-structured interviews, this book represents the first multi-faceted project on the macro-structure of empirical research articles (ERAs) from both synchronic and diachronic perspectives, and on the "I+LR" patterned introductory phase (comprising two introductory sections, i.e., the Introduction and the Literature Review in RAs drawn from civil engineering (CE) and applied linguistics (AL) journals) regarding their rhetorical organization, use of citation, and structural and functional links and variations. The project comprises three logically interconnected studies using a multi-perspective (the cross-disciplinary, cross-generic, emic, and published advice vs. actual expert practices perspectives) approach. It will make a significant contribution to our understanding of the genre evolution, rhetorical organization and citation features of ERAs,enrich English for Academic Purposes (EAP) theories, and facilitate the development of EAP pedagogy and materials.

Autorentext

(Kathy) Ling Lin is a lecturer at the Research Centre for Corpora and Intercultural Studies, Shanghai Jiao Tong University. She received her Ph.D. from Hong Kong Polytechnic University and worked at the Centre for Corpus Research, Birmingham University for her postdoctoral research. Her primary research focus is on grammar, genre and discourse in academic and professional contexts, using corpus and genre approaches. Her publications have appeared in English for Specific Purposes, the Asian ESP Journal, Journal of English for Academic Purposes, and Iberica, among others. She received the Richard Pemberton Award from the Hong Kong Association of Applied Linguistics. Currently, she is the principal investigator for several projects on academic discourse, respectively supported by the National Social Science Fund of China (Project no.: 18CYY054), the Philosophy and Social Science Planning Program of Shanghai (Project no.: 2017EYY007), and Shanghai Municipal Education Commission and Shanghai Education Development Foundation (Project no.: 15CG10).

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CHAPTER 1 INTRODUCTION 1.1 Background to the study 1.2 The scope and objective of the study 1.3 Organization of this book CHAPTER 2 GENRE STRUCTURE AND CITATION 2.1 Genre 2.1.1 Definitions of genre 2.1.2 Approaches to genre 2.1.3 Relevant terminology 2.1.3.1 Communicative purpose 2.1.3.2 Discourse community 2.1.3.3 Moves, Steps and Strategies 2.2 Research Articles (RAs) as a Genre 2.2.1 Categories of Ras 2.2.2 Textual overview of empirical research articles (ERAs) 2.2.2.1 The macro-structure of ERAs 2.2.2.2 Sections in ERAs 2.3 Introductions in RAs 2.3.1 Definitions of Introductions 2.3.2 Functions of Introductions 2.3.3 Genre analysis of Introductions 2.3.3.1 Swales's models and other alternative models 2.3.3.2 Variations in rhetorical structures of RA Introductions 2.4 Other Introductory Parts in RAs 2.4.1 Literature Reviews (LRs) 2.4.1.1 Definitions and forms of LRs 2.4.1.2 Functions of LRs 2.4.1.3 Genre analysis of LRs 2.5 Citation Use in Academic Discourse 2.5.1 Citation forms 2.5.2 Reporting verbs 2.5.3 Citation functions 2.5.4 Previous research into citation practices 2.6 Summary CHAPTER 3 RESEARCH DESIGN AND METHODS 3.1 Overview of the Research Design 3.2 Lead-in Study 1: Cross-sectional Analyses of ERA Macro-structure in 39 Disciplines 3.2.1 Data collection 3.2.2 Data analysis 3.2.2.1 Categorizing RAs 3.2.2.2 Analyzing ERAs 3.3 Lead-in Study 2: Diachronic Studies of ERA Macro-structural Development in Two Contrasting Disciplines 3.3.1 ERAs selected 3.3.2 Macro-structural analysis of ERAs 3.4 The Focused Study of the Introductory Phase 3.4.1 Analysis of structural and citation practices in the introductory phase 3.4.1.1 Rationale 3.4.1.2 Research questions 3.4.1.3 Corpus 3.4.1.4 Data analysis 3.4.2 Interviews with experienced research writers 3.4.2.1 Rationale 3.4.2.2 Data collection and analysis 3.5 Summary CHAPTER 4 LEAD-IN STUDY 1: THE MACRO-STRUCTURE OF CONTEMPORARY ERAs4.1 Introduction 4.2 The major structural patterns of ERAs 4.3 The major sections of ERAs 4.4 The relationship between Introduction and LR 4.5 The relationship between Results, Discussion and Conclusion 4.6 Disciplinary variations in ERAs 4.7 Summary CHAPTER 5 LEAD-IN STUDY 2: THE ERA MACRO-STRUCTURAL DEVELOPMENT IN CIVIL ENGINEERING (CE) AND APPLIED LINGUISTICS (AL)5.1 Introduction 5.2 The Status of IMRD 5.3 Development in the Macro-structure of ERAs 5.4 Development in Structural Forms of the Introductory Part 5.5 Summary CHAPTER 6 RHETORICAL STRUCTURE OF THE INTRODUCTORY PART 6.1 Introduction 6.2 The Introduction Section 6.2.1 Rhetorical structure of civil engineering introductions 6.2.1.1 Different types of introductions 6.2.1.2 Two-move Orientation introductions 6.2.1.3 Research-oriented Traditional CARS (RT CARS) introductions 6.2.1.4 Practical-problem Solving introductions 6.2.2 Rhetorical structure of applied linguistics introductions 6.2.2.1 Different types of introductions 6.2.2.2 Two-move Orientation introductions 6.2.2.3 RT CARS introductions 6.2.3 Comparison of the introductions in CE and AL 6.3 The Literature Review Section 6.3.1 The general organization and functional components of Literature Reviews 6.3.2 Rhetorical structure of the Theoretical Review component 6.3.2.1 Demarcate the research territory 6.3.2.2 Survey key studies 6.3.2.3 Position the present study 6.3.2.4 Outline the present study 6.4 Comparison and the interrelationship between Introductions and Literature Reviews6.5 SummaryCHAPTER 7 CITATION USE IN THE INTRODUCTORY PART 7.1 Introduction 7.2 Citation Density 7.3 Citation Types 7.3.1 Citation forms 7.3.2 Citation functions 7.4 Reporting Verbs (RVs) 7.4.1 Distribution of RVs in Introductions and LRs in AL and CE 7.4.2 Different types of RVs used in the two part-genres in AL and CE 7.5 Summary CHAPTER 8 CONCLUSION 8.1 Introduction 8.2 Summary and Discussion of Findings 8.2.1 Research questions 8.2.2 The macro-structure and major sections of ERAs (Question 1) 8.2.3 The macro-structural development of ERAs in CE and AL (Question 2) 8.2.4 The rhetorical structure of the Introduction and LR sections (Question 3) 8.2.5 Citation use in the Introduction and LR sections (Question 3) 8.2.6 The interviews (Question 4) 8.3 Contributions and Implications 8.4 Limitations of the Present Study 8.5 Recommendations for Further Research Appendices Appendix 1 Distribution of ERAs and major structural patterns in the 39 disciplines Appendix 2 A list of source ERAs Appendix 3 CCEI28 as an example of the analysis of Two-move Orientation introductions in CEAppendix 4 CALI9 as an example of the analysis of Two-move Orientation introductions in ALAppendix 5 CALL20 as an example LR text containing both "Theoretical Review" and "Contextual Background" components Appendix 6 CCELTR3 as an example of the analysis of Theoretical Reviews in CE Appendix 7 CALL19 as an LR example with its theme-bound subsections having different nature, propositional content and functional contribution to itAppendix 8 The working guide for RV classification and analysis Appendix 9 Interview guide Appendix 10 CCEI2 as an example of Practical-problem Solving introductions that follow Feak and Swales's (2011) structural model for "Problem- focused" introductions Appendix 11 CCEI7 as an example of Practical-problem Solving introductions involving both the "comparison" move and the "research-gap indication" elementAppendix 12 CALLTR24 as an example of the analysis of Theoretical Reviews containing multi-thematic sub-sections in AL References