Referential Cohesion in Academic Writing - 2.5.2. Reference as a cohesive device in EAP textbooks

Gabriella Jenei: Referential Cohesion in Academic Writing • A descriptive and exploratory theory- and corpus-based study of the text-organizing role of reference in written academic discourse

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2. A GENRE-ORIENTED APPROACH TO ANALYSING COHESION IN WRITTEN ACADEMIC DISCOURSE

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2.5. Teaching reference as a cohesive device for academic writing

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2.5.2. Reference as a cohesive device in EAP textbooks

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Hivatkozások

Válaszd ki a számodra megfelelő hivatkozásformátumot:

Harvard

Jenei Gabriella (2024): Referential Cohesion in Academic Writing. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640491 Letöltve: https://mersz.hu/dokumentum/m1211rciaw__31/#m1211rciaw_29_p1 (2025. 01. 29.)

Chicago

Jenei Gabriella. 2024. Referential Cohesion in Academic Writing. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640491 (Letöltve: 2025. 01. 29. https://mersz.hu/dokumentum/m1211rciaw__31/#m1211rciaw_29_p1)

APA

Jenei G. (2024). Referential Cohesion in Academic Writing. Akadémiai Kiadó. https://doi.org/10.1556/9789636640491. (Letöltve: 2025. 01. 29. https://mersz.hu/dokumentum/m1211rciaw__31/#m1211rciaw_29_p1)

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The variety of influences that students encounter in their acquisition of English for academic purposes includes textbooks, style guides, websites, handouts used by individual teachers and these days, or even suggestions by artificial intelligence (AI)-powered online chatbots, writing tools or writing assistants.

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It is easy to see that EAP textbooks do not teach many useful aspects of writing that learners would find useful (e.g., Holmes, 1988; Hyland, 1994, 1998; McEnery & Kifle, 2002). Harwood (2005) studied the treatment of pronouns in 21 EAP textbooks and found that apart from one (Swales & Feak, 1994) they either provide “misleading explanations” (Harwood, 2005, 368) or fail to provide enough information to be helpful to learners. While textbook writers are obviously constrained by space limitations, what they include should rely on corpus-based empirical data rather than “folk wisdom or intuition” (Harwood, 2005, 368). Similarly, Biber et al. (2002) warn that while the value of intuitions about language use should be appreciated, they very often turn out to be wrong; therefore, linguistic, corpus-based descriptions should be taken into consideration, as they provide information for “making principled pedagogical decision” (10).

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