Advances and challenges
Edited By Gabriel Quiroz Herrera and Pedro Patino Garcia
Rhetorical Description of the PhD History Thesis Genre: an Analysis from two Discourse Communities on the Basis of the Corpus TeDiCE-2010: Juan David Martínez
JUAN DAVID MARTÍNEZ1
Rhetorical Description of the PhD History Thesis Genre: an Analysis from two Discourse Communities on the Basis of the Corpus TeDiCE-2010
In recent years there has been a growing interest in academic literacy and knowledge of academic genres used in higher education (Carlino, 2003; Hyland, 2004; Parodi, 2008c, 2010a). One of the most important genres for a doctoral student is his/her dissertation. The reason for this is the fact that by means of such work, the student has the opportunity to build and demonstrate his/her disciplinary knowledge (Bhatia, 2002; Arnoux, 2009b) and the competencies to both do research and make findings public (Hyland, 2004a; Thompson, 2005).
In this context, the completion of the doctoral thesis is one of the most complex and demanding tasks a doctoral student faces since, in some cases, he/she does not have research or linguistic skills to do so efficiently (Johns, 2002; Arnoux, 2009a; Bermúdez, 2009, González, 2009; De Miguel, 2010). In this regard, Dunleavy (2003: 2) argues: “To do authoring at doctoral level is to become a qualified (and hopefully published), academic writer (…). Yet only rarely PhD students are taught authoring skills in an explicit way in universities”.
To counteract this problem, many institutions in different countries have implemented several solutions such as the creation and implementation of handbooks, courses and workshops related to the dissertations. Among those countries, we can mention Australia, United ← 253 | 254 → States, England,...
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