Interdisciplinary
J. Rahmani; M. Shykhan
Abstract
The current paper examines and conceptually analyzes the issue of academic text and writing through an interdisciplinary approach. It also takes into account various models and theories in conceptualizing text, writing and literacy in the academic writing domain, with an special emphasis on meaning-making ...
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The current paper examines and conceptually analyzes the issue of academic text and writing through an interdisciplinary approach. It also takes into account various models and theories in conceptualizing text, writing and literacy in the academic writing domain, with an special emphasis on meaning-making and social approaches. The complexity and the extent of existing conceptualizations, in the first place, bring the studies of writing and literacy out of the scope of single-disciplinary studies and present it as interdisciplinary ones. As such, the nature and essence of writing, text, academic writing and literacy identities and models as well as multisensory and multimodal literacy models, which in this paper are contrasted with the stereotyped concept of "writing ability", reveal the fact that writing and literacy, whether in addressing the problem or providing answers to it, possess an interdisciplinary nature. Thus, to emphasize more on the nature of text and the process involved in creating academic writing from an interdisciplinary viewpoint, the paper tries to get the semantic aspect of writing in the light of linguistic and sociological perspectives of the text and knowledge production and consider this type of writing not as a single-discipline and skillful activity but a complex and multifaceted one. Understanding this approach will probably respond to inadequacies of the analysis of each of "writing" discourses with a broader insight, and at the same time, provide more possibilities in the production and exchange of knowledge.
S. Esmaalizade; R. M. Sahraee
Abstract
The main goal of a writer, when he/she writes a text, is to draw the reader’s attention to the text, and to make them converge with it. Therefore, a reading text includes an interaction between the writer and the reader. This interaction in instructional texts leads to a better learning by the ...
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The main goal of a writer, when he/she writes a text, is to draw the reader’s attention to the text, and to make them converge with it. Therefore, a reading text includes an interaction between the writer and the reader. This interaction in instructional texts leads to a better learning by the language learners.There are some markers in the reading texts that create an interaction between the writer and the reader,and lead to a better comprehensionbythe reader of the text he/she is reading and a more detailed understanding.The use of these interactional markers in texts is an undeniable necessity. This study investigates the frequency of using these markers in Persian and English written texts by native speakers of Persian and non-Persians within the Hyland’sInteractional Model (Hyland, 2005), and analyzes the method of interaction between the writer and the reader in 3 categories of scientific articles (Persian articles by native speakers of Persian,Persian articles by nonnative speakers of Persian, English articles by non-Persians).This study is both quantitative and qualitative. The analysis of the data shows that the highest use of interactional markers in the whole corpus is in “personal asides” and the lowest use is in “interrogative sentences”.Furthermore, having in mind that these markers are divided into “stance” and “engagement” markers, in the stance marker category in Persian articles by native speakers of Persian and English articles by non-Persians, the highest use of these markers includes the “hedges” and the lowest useincludes “attitude markers,” and in Persian articles by non-native speakers of Persian, the highest frequency of use is that of “boosters” andthe lowest, like the other two categories, is that of “attitude markers”. Also, in the engagement category, in Persian articles by native speakers of Persian and Persian articles by non-native speakers of Persian, the highest frequency of useis that of “personal asides” and the lowest is that of “directives,” and in English articles by non-Persians, the highest frequency of use, like the other aforementioned categories includes “personal asides” and the lowest includes “interrogative sentences.”
