Treść książki
Przejdź do opcji czytnikaPrzejdź do nawigacjiPrzejdź do informacjiPrzejdź do stopki
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1.Academicdiscourseanditsrhetoric
mentalsoftheirdiscipline;anduschoolgenres”
,includingtheessayexamina-
tionresponse,thetermpaper,andthemaster)sthesis,throughwhichstudents
displaytheirlevelofdisciplinaryknowledgeforevaluationbytheiradvisors
andtutors(Johns,1997;JohnsandSwales,2002).Agoodgraspofthesetypes
oftexts—theawarenessofimplicitexpectationsregardingtheirformand
content—determines,disciplinaryexpertiseaside,thestatusofanindivid-
ualwithinthecommunityonvariousstagesofhisorheracademicdevelop-
ment.Theabilitytocommunicatewithothersusingacommoncode—gen-
res,communicationstrategiesandargumentationpatterns—isnecessaryto
takepartinthedialoguewhoseaimisgenerationofknowledge.Theinabil-
itytodoitinaformacceptedbythediscoursecommunityasavalidcontri-
butiondeprivesanindividualofthevoiceordoomshimorhertotheperiph-
eriesofthecommunitybecauseatextwhichviolatescommunitynormsand
expectations,evenifitgetspublished,islikelytobetreatedasanexoticpro-
duction,ofinteresttoethnographersofcommunicationratherthanfellow
scholarsworkingonsimilarproblems.1
Recognitionofone)scontributionaslegitimatelyacademicisaproblem
particularlywelldemonstratedbygenreswhicharesubjecttoverystrict
norms,suchas,inthefieldofbiology,adescriptionofanewspecies,whose
structure,contentandavailabilityareregulatedbyInternationalCodeofZo-
ologicalNomenclature(InternationalCommissiononZoologicalNomencla-
ture,1999,esp.articles8and16).Iftheserequirementsareviolated,thetext
isnotrecognisedasadescriptionofanewspecies,leavingtheflooropento
otherscholarswhohavetherighttoclaimpriority(Warchał,2002).
Understandingthecommunity)scommunicationpracticesinvolvesnot
onlyanawarenessofspecificformsofdiscourse,theirinternalstructureand
preferredlexicalpatternsbutalsoarecognitionofthedeclaredvaluesthatun-
derliethesepractices,suchaspolitenesstowardstherestofthediscoursecom-
munity,respectfortheworkofothermembers,priorityofdisciplinarydevel-
opmentoverindividualachievement,academichonestywithregardtothe
handlingofdataandrecognitionofothers)contribution,respectforthehear-
erlreaderandhisorherknowledge,experienceandexpectations,andrespon-
sibilityfortheprecisionandclarityofexposition,whichpreventfutureerrors
1Thisisnottosaythatperipheralparticipationinadiscoursecommunityisalwaysunsat-
isfactoryandbringsnobenefits.Canagarajah(2002)pointsoutthatitisanaturalstageinthe
individualacademicdevelopment,whichshouldbeencouragedasprovidingyoungorfuture
scholarswithanauthenticinsightintodiscoursepracticesofthecommunityandopportunity
torehearsethemuntiltheyhavedevelopedtheknowledgenecessarytoacquirefullmember-
ship.
