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Article
Furthering and applying move/step constructs: Technology-driven marshalling of Swalesian genre theory for EAP pedagogy
Journal of English for Academic Purposes
  • Elena Cotos, Iowa State University
  • Sarah Huffman, Iowa State University
  • Stephanie Link, Iowa State University
Document Type
Article
Publication Version
Submitted Manuscript
Publication Date
1-1-2015
DOI
10.1016/j.jeap.2015.05.004
Abstract
John Swales' seminal work has inspired a wealth of research with important pedagogical implications for genre-based writing instruction. Continuing the prolific move analysis tradition in EAP research, this article presents empirically devised and validated cross-disciplinary IMRD move/step frameworks for the research article genre and demonstrates how Swales' move and step concepts underlying these frameworks formed the foundation of innovative genre-based automated writing evaluation technology. Overall, this paper makes the relationships between genre theory, genre analysis, and genre instruction explicit, demonstrating that move analysis is a powerful and promising theoretical, analytic, and teaching construct. With that, we take Swales' vision to a new dimension of conceptualizing EAP.
Comments

NOTICE: this is the author’s version of a work that was accepted for publication in Journal of English for Academic Purposes. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of English for Academic Purposes, [19, (2015)] doi:10.1016/j.jeap.2015.05.004.

Copyright Owner
Elsevier Ltd.
Language
en
File Format
application/pdf
Citation Information
Elena Cotos, Sarah Huffman and Stephanie Link. "Furthering and applying move/step constructs: Technology-driven marshalling of Swalesian genre theory for EAP pedagogy" Journal of English for Academic Purposes Vol. 19 (2015) p. 52 - 72
Available at: http://works.bepress.com/elena_cotos/7/