Studying disciplinary corpora to teach the craft of Discussion

  • Elena Cotos Iowa State University
  • Stephanie Link Oklahoma State University
  • Sarah Huffman Iowa State University of Science and Technology
Keywords: genre, research article, move analysis, corpora, writing pedagogy

Abstract

Producing publishable quality research articles is a difficult task for novice scholarly writers. Particularly challenging is writing the Discussion/Conclusion section, which requires taking evaluative and interpretive stances on obtained results and substantiating claims regarding the worth of the scholarly contribution of the article to scientific knowledge. Conforming to the expectations of the target disciplinary community adds another dimension to the challenge. Corpus-based genre analysis can foster postgraduate writing instruction by providing insightful descriptions of rhetorical patterns and variation in disciplinary discourse. This paper introduces a pedagogically-oriented cross-disciplinary model of moves and steps devised through top-down corpus analysis. The model was applied to pedagogical materials and tasks designed to enhance genre and corpus-based teaching of Discussion/ Conclusions with an explicit focus on rhetorical conventions.

Author Biographies

Elena Cotos, Iowa State University

Elena Cotos is Assistant Professor in the English Department and the Director of the Center for Communication Excellence of the Graduate College, Iowa State University.

Stephanie Link, Oklahoma State University

Stephanie Link is Assistant Professor in the English Department, Oklahoma State University.

Sarah Huffman, Iowa State University of Science and Technology

Sarah Huffman is a postdoctoral research associate in the Center for Communication Excellence and the coordinator for the Graduate Peer Mentor Program, Iowa State University.

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Published
2016-05-23
How to Cite
Cotos, E., Link, S., & Huffman, S. (2016). Studying disciplinary corpora to teach the craft of Discussion. Writing & Pedagogy, 8(1), 33-64. https://doi.org/10.1558/wap.v8i1.27661
Section
Research Matters