Genre Knowledge in Disciplinary Communication: Cognition/culture/power
Genre Knowledge in Disciplinary Communication: Cognition/culture/power
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学科沟通中的类型知识：认知/文化/权力
DOI：
10.4324/9781315538747
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发表时间：
1994
期刊：
影响因子：
--
通讯作者：
T. Huckin
中科院分区：
文献类型：
--
作者：
C. Berkenkotter;T. Huckin
内容：前言。从社会认知的角度重新思考体裁。《科学》杂志文章中的新闻价值。你就是你所引用的：生物学家实验文章中的新奇和互文性。争论的场所、协商的场所：科学知识建构中同行评议的文本动力学。学术论坛的演变：读者，1977-1988。在学术会议上把关。《约定、对话和作者：一个博士生的学徒故事》，约翰·M·阿克曼著。J·M·阿克曼后记：奈特的同化与策略。受苦于小孩子：学习学校和大学的课程流派。附录。
Contents: Preface. Rethinking Genre from a Sociocognitive Perspective. News Value in Scientific Journal Articles. You Are What You Cite: Novelty and Intertextuality in a Biologist's Experimental Article. Sites of Contention, Sites of Negotiation: Textual Dynamics of Peer Review in the Construction of Scientific Knowledge. Evolution of a Scholarly Forum: Reader, 1977-1988. Gatekeeping at an Academic Convention. Conventions, Conversations, and the Writer: An Apprenticeship Tale of a Doctoral Student, with John M. Ackerman. J.M. AckermanPostscript: The Assimilation and Tactics of Nate. Suffer the Little Children: Learning the Curriculum Genres of School and University. Appendices.