Academic and Professional Discourse Genres in Spanish by Giovanni Parodi

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By Giovanni Parodi

This quantity bargains an outline and a deep exam of discourse genres throughout 4 disciplines (Psychology, Social paintings, business Chemistry, and building Engineering), in educational settings. The examine relies on one of many greatest to be had corpus on disciplinary written discourse in Spanish (PUCV-2006 Corpus of Spanish containing nearly 60 million words). Twelve chapters variety from the theoretical guiding rules of the study by way of style belief, the distinct description of every corpus (academic and professional), computational research from multi-dimensional views, and the qualitative research of 2 really expert genres (University Textbook and Disciplinary Text) by way of their rhetorical macro-moves and strikes. Theoretically talking, a multi-dimensional viewpoint (social, linguistic and cognitive) is emphasised and designated cognizance to the cognitive nature of discourse genres is supported.

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This combination means that we use both theoretical categories emerging from the researchers’ previous knowledge and empirical data coming from a more “corpus-based” approach (Tognini-Bonelli 2001; Biber, Connor & Upton 2007). Hence, this complementary perspective is vital in order to achieve better and more efficient distinctions among the genres emerging from the corpora. Thus, in order to carry out the classification, we took into consideration the internal characteristics of the texts as well as the extra-linguistic context where these are produced and also where they circulate.

3. Genres emerging from the corpora In this section, we identify twenty-nine genres by applying the criteria matrix to the corpora. These genres will be analysed in detail in the following chapters of this book. 1 Definitions and exemplifications Hereunder we present, in alphabetical order, the definitions for each of the twenty-nine genres of the PUCV-2006 Corpus of Spanish. We also provide with a text passage representing each of them. These passages were selected from the corpora and across all the disciplines involved.

Hence, a circular “theoretical-empirical-application-theoretical” (Parodi 2008a) model that covers diverse planes enables the collection of relevant information to support educational proposals in specific disciplines. 2 Towards disciplinary literacy based on genres In an attempt to conceptualise the complex process of construction and learning of disciplinary knowledge based on academic and professional discourse practices, I envisage these processes as a dynamic circuit. Given the highly synergetic way in which diverse communicative instantiations contribute and recontribute to the sociocognitive construction of specialised knowledge, written discourse plays a fundamental role in which the psycholinguistic processes of reading and writing become central for disciplinary literacy.

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