A FUNCTIONAL ANALYSIS OF ENGLISH HUMANITIES AND BIOCHEMISTRY WRITING WITH RESPECT TO TEACHING UNIVERSITY COMPOSITION
Journal Title: Novitas-ROYAL (Research on Youth and Language) - Year 2008, Vol 2, Issue 1
Abstract
This paper uses Systemic Functional Linguistics to examine how writing differs in both English departments and Biochemistry departments in realization at the lexico-grammatical level; and thus, how the differing writing modes are not merely realizations of differences at the lexical level, but the grammar of the texts is affected by the different world perspectives reflected by each discipline. By analyzing the lexico-grammatical realizations in texts produced by professionals in both the English and Biochemistry disciplines, through analyzing basic writing handbooks which are required reading for many introductory writing students, and through analysis of a survey given to full-time university composition professors. This study examines not only how the two disciplines write differently, but more importantly, the implications of current strategies of teaching basic writing composition for academic purposes.
Authors and Affiliations
Josh IDDINGS
Keywords
Related Articles
- EP ID EP154841
- DOI -
- Views 88
- Downloads 0
South Korean EFL Teachers’ Perceptions of Corporal Punishment in School: Cultural vs. Educational System Factors
THE RE-ARTICULATION OF HOPE FROM GRIEF: NIGERIAN CIVIL WAR POETRY AS LEDGER
THE ROLE OF ORAL LANGUAGE PROFICIENCY IN PHONOLOGICAL AWARENESS OF EARLY BILINGUALS
The nature of a specific spoken language as well as its orthography and the close relation between these two characteristics may influence phonemic awareness development (Durgunoğlu & Öney, 1999). In this respect,...
MEDIA EDUCATION IN ENGLISH LANGUAGE TEACHING: NOT OUR JOB?
This study discusses educational media policy and related concepts in Germany, contrasting it with what in fact happens at school. After analyzing the concept of media literacy and its role in present society, the questi...
LEARNER EXPERIENCE USING SELF-INSTRUCTED CALL: METHODOLOGICAL AND LEARNER INSIGHTS