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Welcome to ‘Seeds of Academic Writing¨, my blog. As a blogger, I am a complete novice but I hope to use this corner of cyberspace to share my reflections upon education in general and ELT in particular.
 I sincerely believe in the importance and benefits of a strong, sustained critiquing process in order to produce better academic papers which do state my views on educational issues. Therefore, I embrace this blog as an opportunity to grow, learn and refine both as a scholarly writer and as educator under the critical eye and nurturing hand of other professionals who also feel the need to take this journey into academic writing. 
Anchors aweigh!

Popular posts from this blog

Discourse Communities

Swales’ (1990) Delineation of Discourse Communities in Practice For many years scholars have directed their efforts to identify the key features that define a discourse community as such.  It should come as no surprise that it was not until 1990 that those features became clearly delimited, thanks to Swales’ (1990) research in this field.  According to Swales (1990), there are six key characteristics that are necessary to identify a group of individuals as a discourse community.  The purpose of this paper is to examine four prescribed articles under the light of Swales’ theory as regards discourse community requirements. As a first requirement, Swales (1990) postulates that, whether tacitly or explicitly, a discourse community pursues a set of common goals which are public.  In accord with this concept, Kelly-Kleese (2004) contends that the community college should be considered a discourse community in its own right because ¨Its members have, over time, develop...
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Contrastive Analysis of Introduction and Methods Sections

By Paula Gabriela Ferrari Over the past decade, the world of academic publishing has rapidly modernized and the intersection of research and publishing has become ever more complex (Swales and Feak, 2004). In order to participate in a given discourse community, potential researchers need to be acquainted with the different rhetorical features each section of the research paper has.   According to Bruce (1983, as cited by Swales, 1990, p. 133), m ost RAs are prepared according to the IMRAD (Introduction, Methods, Results, and Discussion) standard format because they follow the cycle of inductive scientific inquiry.   Even though many relevant aspects of   the RA sections in different fields have been pointed out by scholars in an attempt to reflect the characteristics of the genre itself (Swales, 1990; Swales & Feak, 2004; Hyland, 2004), more contrastive studies are needed to identify the specificities of each discipline.   The aim of this paper is to analyse an...
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¿Qué nos aporta el lenguaje inclusivo?

Algunas reflexiones:          En los últimos años se ha generado en las sociedades hispanoparlantes un acalorado debate en torno a la adopción o no del lenguaje inclusivo, especialmente en los ámbitos del discurso público.  Se entiende por lenguaje inclusivo a las modificaciones morfológicas que permiten anular las terminaciones explícitas de sustantivos que son masculinos genéricos en pos de incluir otras opciones de género, más allá del masculino y femenino.              Como práctica lingüística, el lenguaje inclusivo se ha materializado de distintas maneras: a través de la duplicación del sustantivo en masculino y femenino, el uso de la “x” o la arroba en lugar de la vocal que demarca género, y  – más recientemente –  con la incorporación de un tercer género neutro terminado en “-e”.            La rápida polarización que se produjo entre detractores y defensores...
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