6/1/2023 0 Comments Rhetorical contextsThe form- and function-based typologies developed from these studies allowed citational practices to be analyzed across various disciplines (e.g., Hyland, 1999), writer's linguistic backgrounds (e.g., Hu & Wang, 2014), and academic expertise (e.g., Jalilifar, 2012) for various research goals.Īlthough each RA section serves different rhetorical purpose (Swales & Feak, 2004 Yang & Allison, 2003), much citation research has been done on a single RA part-genre (e.g., introductions of RAs Thompson & Ye, 1991 discussions of master theses Samraj, 2013) or RAs as a whole (e.g., Charles, 2006a Petrić, 2007). With the goal to inform material and curriculum development on academic writing, previous studies analyzed the citational practice of research articles for their frequencies and densities (e.g., Hu et al., 2013 Swales, 2014), forms and functions (e.g., Coffin, 2009 Harwood, 2009 Petrić, 2007 Samraj, 2013 Swales, 1986 Thompson, 2001), and also features of the reporting verbs (e.g., Charles, 2006a, 2006b Hyland, 1999 Thompson & Tribble, 2001 Thompson & Ye, 1991). However, the complexity of citation has challenged novice writers (Charles, 2006a Jalilifar, 2012). As a defining feature of academic discourse (Swales & Feak, 2004), citation has been acknowledged as an intertextual link (Fairclough, 1992) and a genre-specific practice (Swales, 2014) in academic writing that allows writers to establish a research context, attribute credit and recognition to previous works, justify findings and claims, and thereby gather peer recognition of the research (Harwood, 2009 Petrić, 2007 Thompson & Tribble, 2001).
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