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1.Academicdiscourseanditsrhetoric
(1990:10)observesthatformanysuchprogrammesutheaimistohelppeople
achievealevelofcompetencethat,incareer-relatedgenresatleast,surpasses
thatoftheaveragenativespeaker.”Seeninthislight,genrebecomesaustruc-
turingdeviceforlanguageteaching”(Swales,1990:33).Thisapproachtothe
secondlanguageinstructionandpracticehasgainedcurrencyespeciallyinthe
fieldofLanguageforSpecificlAcademicPurposes(e.g.,ArnaudetandBar-
rett,1984;Hollett,1996)andinwritingcourses(e.g.,SwalesandFeak,1994;
Jordan,1999;Evans,2002;MurrayandMoore,2006;CargillandO)Connor,
2009;withmoreexamplesavailableinPaltridge)s2001reviewoftheapplica-
tionsoflinguisticresearchtotheteachingofEAP).
LSPgenre-orientedresearchhasproducedmanyanalysesinvestigatingin-
ternalandexternalstructureofindividualgenres.Ofthese,theresearchar-
ticleisprobablythemostfrequentlystudiedprofessionalacademictexttype
becauseofitsnumbers,itsstatusintheindividualacademicdevelopment
ofascholar,anditsimportanceinthedynamicsofthediscipline.Bazerman
(1984)investigatesanalmostninety-year-longevolutionoftheexperimental
researchreportinonesubfieldofphysics,takingintoaccountsuchelements
asthelength,overallorganisation,syntacticcomplexityandthenatureoflexi-
calchoices.Myers(1989,1992)studiesthecomplexsocialframeworkinwhich
authorsofscientificarticlesoperate,focusingonpolitenessstrategiesinsci-
entificdiscourseandonthepragmaticsofclaim-making.Swales(1990)inhis
groundbreakingbookelaboratesontheIMRDstructureofanexperimental
researchpaper—adiscussioncontinuedandextendedtoreviewarticlesin
hislaterwork(Swales,2004)—andoffersarevisedCreate-a-Research-Space
(CARS)modelforthearticleintroduction.Otherscholarshavefocusedonin-
dividualsegmentsormoves.Duszak(1994)andSamraj(2002),forexample,
analyseintroductionsectionsofresearcharticlesintermsoftheircompliance
withtheCARSmodel—inPolishandEnglishlinguisticsresearcharticlesand
intworelatedfieldsoflifesciencesrespectively.TheMethodssection—its
organisationandlinguisticfeaturesinsocialandphysicalsciences—isdis-
cussedinBruce(2008),ananalysislaterextendedtothenextsegmentoftext
(Bruce,2009),andSwales(2011),whodrawsattentiontodisciplinaryvaria-
tionsinthescopeandorganisationofthispartoftext.Holmes(1997)analy-
sesthemovestructureofthediscussionsectionsinthreedisciplinesofsocial
sciences:history,politicalscienceandsociology,andfindssomeinteresting
differencesbetweenhistoryandtheotherdisciplines.Finally,theresults,dis-
cussionandconclusionsectionsofresearcharticlesinthefieldofappliedlin-
guisticsarestudiedinYangandAllison(2003),wholookintotheirdistinc-
tiverhetoricalorganisation.
