By V. K. Bhatia
Style research has a original culture in literature, yet curiosity within the research of non-literary genres has been very contemporary. This publication examines the speculation of style research, appears at style research in motion, taking texts from a wide selection of genres and discusses using style research in language educating and language reform.
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Additional info for Analysing Genre: Language Use in Professional Settings
The background knowledge of the discipline one gets from his/her association with, and training within, the professional community, whereas the knowledge of the communicative conventions one gets from his/her prior experience of similar texts. The user, therefore, gets the explanation of why the genre is conventionally written the way it is, from his or her understanding of the procedures used in the area of activity to which the genre belongs. This kind of knowledge is greater in those people who professionally belong to the speech community which habitually makes use of that genre.
Surveying existing literature This will include, among other things, literature on: linguistic analyses of the genre/variety in question or other related or similar genres/varieties; tools, methods or theories of linguistic/discourse/genre analysis which might be relevant to this situation; practitioner advice, guide books, manuals etc. , of the professional or academic community which uses the genre in question. 3. Refining the situational/contextual analysis Having intuitively placed the text roughly in a situational/contextual framework, one needs to refine such an analysis further by: defining the speaker/writer of the text, the audience, their relationship and their goals; defining the historical, socio-cultural, philosophic and/or occupational placement of the community in which the discourse takes place; identifying the network of surrounding texts and linguistic traditions that form the background to this particular genre-text; 64 identifying the topic/subject/extra-textual reality which the text is trying to represent, change or use and the relationship of the text to that reality.
Substantiating their claim with real examples from scientific discourse, they conclude that whereas tense choices in general grammar of English are dependent on the notion of time, they are typically dependent on the notion of degree of generality in EST. Thus the present tense, they claim, is used to express generalization in EST and is used only where technical rhetoric requires the expression of this meaning. Investigating on similar lines the function of –en participles. in chemistry texts, Swales (1974) discovered that a given in phrases like ‘a given experiment’ or ‘a given temperature’ has two principle functions: one for clarifying the ‘status’ of the sentence, the other for specifying the ‘determiner range’ of the NP.