- -

Rhetorical strategies in PhD conclusions of computer science: From the review of the study to consolidation of research space

RiuNet: Repositorio Institucional de la Universidad Politécnica de Valencia

Compartir/Enviar a

Citas

Estadísticas

  • Estadisticas de Uso

Rhetorical strategies in PhD conclusions of computer science: From the review of the study to consolidation of research space

Mostrar el registro sencillo del ítem

Ficheros en el ítem

dc.contributor.author Soler Monreal, Carmen es_ES
dc.date.accessioned 2021-02-03T04:32:54Z
dc.date.available 2021-02-03T04:32:54Z
dc.date.issued 2019-07-24 es_ES
dc.identifier.issn 0213-2028 es_ES
dc.identifier.uri http://hdl.handle.net/10251/160583
dc.description.abstract [ES] Este artículo analiza los patrones de movimientos que predominan en los capítulos finales de conclusión de 48 tesis doctorales de informática en una universidad británica. Se centra en la naturaleza y frecuencia de las conexiones entre pasos del Movimiento 1 sobre la revisión del trabajo de investigación y los pasos del Movimiento 2, de consolidación del espacio investigador. Las combinaciones más comunes relacionan (1) el resumen del trabajo de la tesis con el producto y su evaluación, (2) el propósito y la hipótesis inicial con los resultados, (3) las preguntas de investigación con la metodología, el producto y la reivindicación, (4) un problema o necesidad con una metodología específica, un nuevo producto y/o una reivindicación, y (5) un resumen del trabajo realizado en cada capítulo con los resultados y reivindicaciones. Algunos de los resultados obtenidos son específicos del área de la informática. Del estudio se desprenden implicaciones pedagógicas para cursos de inglés para fines específicos (IFA). es_ES
dc.description.abstract [EN] This study investigates the predominant moves and move patterns used in the separate final conclusion chapters of 48 PhD theses of computer science at a UK university. The focus is on the most salient connections of steps in the review of the study (Move 1) with steps for the consolidation of research space (Move 2). The most common combinations relate (1) a summary of the thesis work to the product and the evaluation of the product, (2) the purpose, thesis statement or hypothesis to the findings or results, (3) the research questions to the methodology, product or claim, (4) a problem or need to a specific methodology, a new product and/or a claim, and (5) a summary of the work done in each thesis chapter to the findings and claims. Some findings are specific of the field of computer science. The study has pedagogical implications for courses of English for Academic Purposes (EAP). es_ES
dc.language Inglés es_ES
dc.publisher John Benjamins Publishing Company es_ES
dc.relation.ispartof Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics es_ES
dc.rights Reserva de todos los derechos es_ES
dc.subject PhD thesis es_ES
dc.subject Conclusion es_ES
dc.subject Move es_ES
dc.subject Step es_ES
dc.subject Computer science es_ES
dc.subject Tesis doctoral es_ES
dc.subject Conclusión es_ES
dc.subject Movimiento es_ES
dc.subject Paso es_ES
dc.subject Informática es_ES
dc.subject.classification FILOLOGIA INGLESA es_ES
dc.title Rhetorical strategies in PhD conclusions of computer science: From the review of the study to consolidation of research space es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.1075/resla.16034.sol es_ES
dc.rights.accessRights Abierto es_ES
dc.contributor.affiliation Universitat Politècnica de València. Departamento de Lingüística Aplicada - Departament de Lingüística Aplicada es_ES
dc.description.bibliographicCitation Soler Monreal, C. (2019). Rhetorical strategies in PhD conclusions of computer science: From the review of the study to consolidation of research space. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics. 32(1):356-384. https://doi.org/10.1075/resla.16034.sol es_ES
dc.description.accrualMethod S es_ES
dc.relation.publisherversion https://doi.org/10.1075/resla.16034.sol es_ES
dc.description.upvformatpinicio 356 es_ES
dc.description.upvformatpfin 384 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 32 es_ES
dc.description.issue 1 es_ES
dc.relation.pasarela S\396000 es_ES
dc.description.references Badley, G. (2009). Academic writing as shaping and re-shaping. Teaching in Higher Education, 14(2), 209-219. doi:10.1080/13562510902757294 es_ES
dc.description.references Basturkmen, H. (2009). Commenting on results in published research articles and masters dissertations in Language Teaching. Journal of English for Academic Purposes, 8(4), 241-251. doi:10.1016/j.jeap.2009.07.001 es_ES
dc.description.references Basturkmen, H. (2012). A genre-based investigation of discussion sections of research articles in Dentistry and disciplinary variation. Journal of English for Academic Purposes, 11(2), 134-144. doi:10.1016/j.jeap.2011.10.004 es_ES
dc.description.references Bitchener, J., & Basturkmen, H. (2006). Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes, 5(1), 4-18. doi:10.1016/j.jeap.2005.10.002 es_ES
dc.description.references Bunton, D. (2005). The structure of PhD conclusion chapters. Journal of English for Academic Purposes, 4(3), 207-224. doi:10.1016/j.jeap.2005.03.004 es_ES
dc.description.references Cotos, E. (2014). Genre-Based Automated Writing Evaluation for L2 Research Writing. doi:10.1057/9781137333377 es_ES
dc.description.references Cumming, A., Lai, C., & Cho, H. (2016). Students’ writing from sources for academic purposes: A synthesis of recent research. Journal of English for Academic Purposes, 23, 47-58. doi:10.1016/j.jeap.2016.06.002 es_ES
dc.description.references Geng, Y., & Wharton, S. (2016). Evaluative language in discussion sections of doctoral theses: Similarities and differences between L1 Chinese and L1 English writers. Journal of English for Academic Purposes, 22, 80-91. doi:10.1016/j.jeap.2016.01.001 es_ES
dc.description.references Holmes, R. (1997). Genre analysis, and the social sciences: An investigation of the structure of research article discussion sections in three disciplines. English for Specific Purposes, 16(4), 321-337. doi:10.1016/s0889-4906(96)00038-5 es_ES
dc.description.references Holmes, R. (2001). Variation and Text Structure. ITL - International Journal of Applied Linguistics, 131-132, 107-137. doi:10.1075/itl.131-132.06hol es_ES
dc.description.references Johns, A. M., & Swales, J. M. (2002). Literacy and disciplinary practices: opening and closing perspectives. Journal of English for Academic Purposes, 1(1), 13-28. doi:10.1016/s1475-1585(02)00003-6 es_ES
dc.description.references Kuteeva, M., & Negretti, R. (2016). Graduate students’ genre knowledge and perceived disciplinary practices: Creating a research space across disciplines. English for Specific Purposes, 41, 36-49. doi:10.1016/j.esp.2015.08.004 es_ES
dc.description.references Kwan, B. S. C. (2006). The schematic structure of literature reviews in doctoral theses of applied linguistics. English for Specific Purposes, 25(1), 30-55. doi:10.1016/j.esp.2005.06.001 es_ES
dc.description.references Lim, J. M.-H. (2014). Formulating research questions in experimental doctoral dissertations on Applied Linguistics. English for Specific Purposes, 35, 66-88. doi:10.1016/j.esp.2014.02.003 es_ES
dc.description.references Lim, J. M.-H., Loi, C.-K., Hashim, A., & Liu, M. S.-M. (2015). Purpose statements in experimental doctoral dissertations submitted to U.S. universities: An inquiry into doctoral students’ communicative resources in language education. Journal of English for Academic Purposes, 20, 69-89. doi:10.1016/j.jeap.2015.06.002 es_ES
dc.description.references Paltridge, B. (2002). Thesis and dissertation writing: an examination of published advice and actual practice. English for Specific Purposes, 21(2), 125-143. doi:10.1016/s0889-4906(00)00025-9 es_ES
dc.description.references Paltridge, B., Starfield, S., Ravelli, L. J., & Tuckwell, K. (2012). Change and stability: Examining the macrostructures of doctoral theses in the visual and performing arts. Journal of English for Academic Purposes, 11(4), 332-344. doi:10.1016/j.jeap.2012.08.003 es_ES
dc.description.references Parkinson, J. (2011). The Discussion section as argument: The language used to prove knowledge claims. English for Specific Purposes, 30(3), 164-175. doi:10.1016/j.esp.2011.03.001 es_ES
dc.description.references Peacock, M. (2002). Communicative moves in the discussion section of research articles. System, 30(4), 479-497. doi:10.1016/s0346-251x(02)00050-7 es_ES
dc.description.references Posteguillo, S. (1999). The Schematic Structure of Computer Science Research Articles. English for Specific Purposes, 18(2), 139-160. doi:10.1016/s0889-4906(98)00001-5 es_ES
dc.description.references Samraj, B. (2008). A discourse analysis of master’s theses across disciplines with a focus on introductions. Journal of English for Academic Purposes, 7(1), 55-67. doi:10.1016/j.jeap.2008.02.005 es_ES
dc.description.references Soler-Monreal, C. (2015). Announcing one’s work in PhD theses in computer science: A comparison of Move 3 in literature reviews written in English L1, English L2 and Spanish L1. English for Specific Purposes, 40, 27-41. doi:10.1016/j.esp.2015.07.004 es_ES
dc.description.references Soler-Monreal, C., Carbonell-Olivares, M., & Gil-Salom, L. (2011). A contrastive study of the rhetorical organisation of English and Spanish PhD thesis introductions. English for Specific Purposes, 30(1), 4-17. doi:10.1016/j.esp.2010.04.005 es_ES
dc.description.references Swales, J. M. (2004). Research Genres. doi:10.1017/cbo9781139524827 es_ES
dc.description.references Swales, J., & Feak, C. (2000). English in Today’s Research World. doi:10.3998/mpub.9059 es_ES
dc.description.references Ruiying, Y., & Allison, D. (2003). Research articles in applied linguistics: moving from results to conclusions. English for Specific Purposes, 22(4), 365-385. doi:10.1016/s0889-4906(02)00026-1 es_ES
dc.description.references Yayli, D. (2011). From genre awareness to cross-genre awareness: A study in an EFL context. Journal of English for Academic Purposes, 10(3), 121-129. doi:10.1016/j.jeap.2011.02.001 es_ES


Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem