Navigating Genre-based Writing Model for Academic Purposes
DOI:
https://doi.org/10.61841/ve4j1n59Keywords:
Academic Writing, Applied Master Theses,, Genre-based Writing Model.Abstract
Genre in the research world tend to use distinct from the other context of situation. Genre in academic writing can be called as culture-based specific argument styles due to its logical reasoning, and organizational patterns in their writings. The competency in academic writing are not only based on linguistic ability but also on awareness of linguistics feature of writing accepted by discourse community. This paper is a report of the third year of three-year-research scheme funded by Research Division of Jakarta State Polytechnic. This particular research objective is to develop a genre-based writing model for Applied Master Thesis especially for Applied Master students and generally for the others who want to make final project for his or her writing. The model was the configuration of Martin‟s (1992) and Martin and Rose‟s (2006), Halliday and Hassan] (1985), and Swales] (1990) concept of genres and the result of content analyses of applied master students‟ writing model covering part to part of the text until the whole part of the text, on the other hands. The embryo model was discussed with the SFL experts, the applied master lecturers in State Polytechnic of Jakarta, and applied master students in State Polytechnic of Jakarta. The model was later tested to the applied master students in State Polytechnic of Jakarta. The test is used to find out whether the training and the model are effective to achieve the more appropriate writing the discourse or text. The results showed that there are at least five factual genres which is recommended to use in writing applied master theses. The factual genres are descriptive, report, discussion, procedure, exploration.
Downloads
References
[1] Casañ-pitarch, R., & Calvo-ferrer, J. R. (2015). Developing writing skills in the classroom : A corpus-based analysis of multi-genre structures. 198(Cilc), 74–83.
[2] Casanave, C. P. 2003. (2003). Looking ahead to more sociopolitically-oriented case study research in L2 writing scholarship (But should it be called “post-process”?). Journal of Second Language Writing, 12(1), 85-102.
[3] Eda, E. I. (2010). “ In this paper I will discuss …” : Current trends in academic writing. 3, 121–126.
[4] Goldbort, R. C. (2001). Scientific writing as an art and as a science. Journal of Environmental Health, 63(7), 22–26.
[5] Halliday, M.A.K & Hassan, R. (1985a). Language, context, and text: aspects of language in a social semiotic perspective. Victoria: Deakin University Press.
[6] Halliday, M.A.K & Hassan, R. (1985b). Language, text, and context: Aspects pf Language in Social- Semiotic Perspective. Victoria: Deakin University Press.
[7] Ibrahim, N., & Nambiar, R. M. K. (2012). Scaffoldings in academic writing : the role of intercultural rhetoric and genre analysis in academic socialization. 59(Kaplan 1966), 438–442.
[8] Karpova, N. A., & Sheketera, A. L. (2014). World-Modeling Possibilities of the Speech Genre Administrative Announcement in the City Discourse. Procedia - Social and Behavioral Sciences, 154(October), 452–456.
[9] Liu, M. S., & Lim, J. M. (2014). How do writers evaluate their own empirical research ? A genre- based inquiry into economics journal papers. Procedia - Social and Behavioral Sciences, 134, 13–22.
[10] Malekie, S. (2017). Modeling and Non-modeling Genre-based Approach to Writing Modeling and Non- modeling Genre-based Approach to Writing Argument-led Introduction Paragraphs : A Case of English Students in Iran. (December).
[11] Martin, J.R & V, R. (1998). Reading science: critical & functional perspective on discourse of science.
London: Routledge.
[12] Martin, J. (1986). Factual writing: exploring & challenging social reality. Victoria: Deakin University Press.
[13] Martin, J. . (1992). English text: system and structure. Amsterdam: John Benjamins.
[14] Martin, J. R. (1997). Analysing genre: functional parameters. Genre and Institutions: social processes in the workplace and school. London: Cassell.
[15] Martin, J. R., & Rose, D. (2007). Working with Discourse. London: Continuum.
[16] Mwinlaaru, I. N. (2018). Bridging Boundaries across Genre Traditions : A Systemic Functional Account of Generic Patterns in Biodata. (February). https://doi.org/10.1075/fol.15017.mwi
[17] Reid, I. (1989). The place of genre in learning. Victoria: Deakin University Press.
[18] Sosial, J., Hasyim, N., Mulya, A. S., & Nurhanah, D. (2019). Genre-Based Writing Model : A Study on
Politeknik Negeri Jakarta ‟ s Applied Master Thesis „ Results and Discussions .‟ 9(2), 178–183.
[19] Spradley, J. P. (1980). Participant Observation. In Harcourt Brace Jovanovich (Vol. 53).
[20] Swales, J. M., & Feak, C. B. (1994). Academic writing for graduate students: Essential tasks and skills: A course for nonnative speakers of English (English for specific purposes). Michigan: Ann Arbor, MI: The University of Michigan Press.
[21] Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
[22] Wiratno, T., & Santosa, R. (2011). Pengantar linguistik umum. Jakarta: Universitas Terbuka.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
