Reflections on Teaching Discourse Functions Using a Science Thesis

Authors

  • Philip Hubbard Stanford University Author

DOI:

https://doi.org/10.1558/wap.v1i2.263

Keywords:

thesis writing, dissertation writing, research writing, science writing, scientific english

Abstract

The control of discourse functions, such as defining, contrasting, intensifying, and hedging among others, is an important skill in effective academic writing. Unlike the case with a typical writing textbook, where examples of discourse functions are invented or drawn for a variety of sources, the present work is based on an analysis of discourse functions from a single exemplary Doctoral thesis. The presentation demonstrates how a useful set of materials can be garnered from just one rich source. Additionally, it provides readers with descriptions and examples of eleven discourse functions identified through the analysis and discusses how this material has been implemented in the author’s advanced graduate writing class.

Author Biography

  • Philip Hubbard, Stanford University

    Philip Hubbard (PhD, Linguistics, University of California at San Diego) is Senior Lecturer in Linguistics and Director of the English for Foreign Students Program in the Stanford University Language Center, where he teaches courses in ESL methodology, listening comprehension, and academic writing for international graduate students. He is a specialist in computer-assisted language learning and has published widely in that field.

References

Cohen, A. D. (2001) Second language assessment. In M. Celce-Murcia (ed.) Teaching English as a Second or Foreign Language. (3rd edition.) 515–534. Boston: Heinle & Heinle.

Gillett, A. (2008) Using English for Academic Purposes: A Guide for Students in Higher Education. Retrieved on 22 December 2008 from http://www.uefap.com.

Sotillo, S. (2000) Discourse functions and syntactic complexity in synchronous and asynchronous communication. Language Learning & Technology 4(1): 82–119.

Swales, J. and Feak, C. (2004) Academic Writing for Graduate Students: Essential Tasks and Skills. (2nd edition.) Ann Arbor: University of Michigan Press.

Williams, J. M. (2006) Style: Lessons in Clarity and Grace. (9th edition.) New York: Longman.

Published

2010-06-06

Issue

Section

Reflections on Practice

How to Cite

Hubbard, P. (2010). Reflections on Teaching Discourse Functions Using a Science Thesis. Writing and Pedagogy, 1(2), 263-277. https://doi.org/10.1558/wap.v1i2.263

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