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LSP in Colombia

Advances and challenges


Edited By Gabriel Quiroz Herrera and Pedro Patino Garcia

Studies in LSP in Colombia began in the 1990’s, mainly in the discipline of terminology. Since then, studies in translation, terminology, and LSP have spread out throughout the country. Many papers have been written since then in national and international journals by Colombian authors. This book comprises a set of 20 chapters derived from M.A. and Ph.D. theses of Colombian authors written in Austria, Chile, Colombia, France, Norway, and Spain. The multidisciplinary view of this book includes scholars from translation, linguistics, computer engineering, philosophy, and library and information science. These chapters deal with linguistic, phraseological, terminological, didactic, and textual issues related to terminology, translation, corpus linguistics, and computational linguistics from the Universidad de Antioquia, Universidad de Medellín, Universidad Nacional de Medellín, Universidad Autónoma de Manizales, Universidad EAFIT, Wake Forest University, NHH Norwegian School of Economics, Université Grenoble Alpes, and Université Paris VII.
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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



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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