Relevant bibliographies by topics / Genre study

Academic literature on the topic 'Genre study'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Genre study"

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Wan, Ya Ping, Xiao Hua Yang, Zhi Ming Liu, Xiao Yun Li, Chun Ping Ouyang, Ying Yu, and Hui Jiang. "Study on Metric of Genreic Intertexuality Based on User Behavior." Applied Mechanics and Materials 263-266 (December 2012): 1503–9. http://dx.doi.org/10.4028/www.scientific.net/amm.263-266.1503.

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Using the genre perspective, we studied the electronic communication of knowledge users collaborating on a movie community and found that their work and interactions were mediated by the use of genres. Drawing on these findings, we develop the concept of genre repertoire to designate the set of genres enacted by groups, organizations, or communities to accomplish their work. Automatic discourse classification according to genre in social information sharing, transfer and knowledge communication provides a higher level of service quality. By investigating user behavior in movie community, the relationship between intertextuality of discourse genre and user behavior was studied. We denoted genre by using vector, and discourse genre intertextuality intensity is measured with vector distance. And for those discourse which genre is unknown, genre intertextuality is calculated using user behavior. The results show that user various behaviors stickiness in movie community and discourse genre intertextuality intensity have potential common features.
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Ghuman, Davinder, and Mark Griffiths. "A Cross-Genre Study of Online Gaming." International Journal of Cyber Behavior, Psychology and Learning 2, no. 1 (January 2012): 13–29. http://dx.doi.org/10.4018/ijcbpl.2012010102.

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One key limitation with the contemporary online gaming research literature is that much of the published research has tended to examine only one genre of games (i.e., Massively Multi-player Online Role Playing Games). Three relatively little studied online games are First Person Shooter (FPS) Games, Role Play Games (RPG), and Real Time Strategy (RTS) Games. Therefore, the current study examines player behaviour and characteristics in these three relatively under-researched online gaming genres. The study examines the differences between the three different game genres in terms of: (i) the demographic profile of players, (ii) the social interactions of players including the number and quality of friends, and how gaming related to real life friendship, and (iii) motivations to play specific game genres. The sample comprised 353 self-selected players. The RPG genre had the highest percentage of female players. The number of hours played per week varied significantly between the genres. RPG players played significantly longer hours than FPS or RTS players. In relation to playing motivation, achievement levels were highest for the FPS genre with RPG genre having the lowest achievement levels. RPG players had the highest immersion levels. RTS players were significantly less likely to report having made friends than players of the other two genres.
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Rizvić-Eminović, Edina, and Đelaludina Šukalić. "CORPUS-BASED STUDY OF THE MODAL VERBS IN THE SPOKEN AND ACADEMIC GENRES OF THE CORPUS OF CONTEMPORARY AMERICAN ENGLISH." Zbornik radova 17, no. 17 (December 15, 2019): 351–75. http://dx.doi.org/10.51728/issn.2637-1480.2019.17.351.

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This corpus-based study focuses on the nine English central modal verbs (can, could, will, would, may, might, shall, should, and must) across the two chosen genres of the COCA corpus – Spoken and Academic genres, which show the greatest number of differences in terms of genre characteristics, such as formality or intended audience. Because research on modal verbs across genres, especially one inclusive of the spoken genre, is limited, this study investigates these two genres to test the hypothesis that the general genre characteristics influence the choice of modal verbs. As a result, the distribution of modal verbs across the different genres differs too. The results suggest that genre can indeed be indicative of the frequency and use of modal verbs, which may be ascribed to two language processes colloquialization and democratization.
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Hussain, Zeeshan, Amjad Hussain, Muhammad Mohsin Rashid, Usman Yousaf, and Aman Ullah. "A MULTIDIMENSIONAL COMPARATIVE STUDY OF NINETEENTH AND TWENTIETH CENTURY DRAMA AND NOVEL." Inception - Journal of Languages and Literature 1, no. 1 (June 30, 2021): 68–89. http://dx.doi.org/10.36755/ijll.v1i1.24.

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This corpus based research provides insight how the text of same genre differentiates from each other and how intra genres variations take place. This study highlights the functional variations exist in two different genres of literature (drama and novel) of 19th and 20th centuries on the basis of analysis conducted on the texts of both genres by using software MAT. The texts of both of the genres are analysed on different five dimensions given by Biber and some major and minor variations are observed that both the texts differ at different dimensions. The intra genre and inter genre comparisons have been done which gives some interesting findings and results. This study further highlights the specific features of both of the genres which are the hallmark of these two very genres (novel and drama) of 19th and 20th centuries. This present research is concluded on very interesting findings which may pave the ways for further research in this arena.
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Dementyev, Vadim V. "About “genres of speech and language of speech” again: what has linguistics given to genre studies?" International Journal “Speech Genres” 17, no. 1 (February 21, 2022): 6–20. http://dx.doi.org/10.18500/2311-0740-2022-17-1-33-6-20.

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This is the second article in a cycle on the connection between genre studies and linguistics. The previous article discussed the question “What have genre studies given to linguistics?” This article focuses on linguistic methods used in speech genres theory: more traditional for linguistics, starting with the descriptive method and its later varieties – structural – and less traditional (component analysis, the method of immediate constituents, the generative method, the method of describing external and deep content structures, the method of semantic fields). Speech genres theory is studied in relation to linguistic paradigms. The most significant for speech genres theory is the turn in linguistics from the study of the language only to the study of speech (discourse), and thus – the recognition of the presence of a specific systematic nature of speech. Besides, speech genres theory is analyzed in connection with traditional linguistic directions: syntactic theory and methodology are used in the study of the composition of speech genres, lexicology and semantics – in the study of the names of speech genres. The major focus is on the modern period when new areas of linguistics and speech genres theory emerge simultaneously (Internet linguistics and Internet genre studies). The article also discusses division of linguistic disciplines in connection both with the speech genre division of language (structural, diachronic, functional) and with the division of genre studies (structure of the speech genres, classification of speech genres, sociology of speech genres, psychology of speech genres and genre thinking, cognitive and culturological aspects of speech genres). The role of speech genres theory in the division of linguistic disciplines into deductive and inductive is also discussed. The article appreciates the role of several outstanding linguists in the development of speech genres theory. In addition, the author briefly touches upon the connection between genre studies and literary studies: in the study of literary texts and genres they converge.
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Savochkina, E. A. "FIELD MODELLING OF SPEECH GENRE (CASE STUDY OF ELITE BRAND GOODS IN INSTAGRAM)." Bulletin of Udmurt University. Series History and Philology 31, no. 5 (October 28, 2021): 997–1004. http://dx.doi.org/10.35634/2412-9534-2021-31-5-997-1004.

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The article is striving to describe one of the genres of advertising discourse - the advertising of elite brand goods in Instagram - through the theory of speech genres. The study is based on the following principles of the theory: all communication phenomena can be described through their primary or secondary nature; any speech genre has a field structure. A field consists of a core represented by features opposing this genre to other genres, and periphery represented by shared features. Field features of a genre are represented by language units of different levels grouped around some invariant content which depends on the topic and aim of communication. We have built a field model of speech genre of advertising of elite brand goods in Instagram, where the core features are word-play, highly expressive vocabulary and allusions which all aim to create positive image of elite goods. The field periphery has been split into closer periphery (common for all e-advertising) and farther periphery (represented by features common for advertising in general). The features of closer periphery are instant, ubiquitous and interactive nature. The features of farther periphery are informative and evaluative character, inducement and creolized nature.
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Elena, Savochkina. "Modelling Speech Genre as a Field (case Study of Elite Brand Goods in Instagram)." Philology & Human, no. 3 (September 10, 2021): 47–60. http://dx.doi.org/10.14258/filichel(2021)3-05.

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The article is striving to describe one of the genres of advertising discourse – the advertising of elite brand goods in Instagram – through the theory of speech genres. The study is based on the following principles of the theory: all communication phenomena can be described through their primary or secondary nature; any speech genre has a field structure. A field consists of a core represented by features opposing this genre to other genres, and periphery represented by shared features. Field features of a genre are represented by language units of different levels grouped around some invariant content which depends on the topic and aim of communication. We have built a field model of speech genre of advertising of elite brand goods in Instagram, where the core features are word-play, highly expressive vocabulary and allusions which all aim to create positive image of elite goods. The field periphery has been split into closer periphery (common for all e-advertising) and farther periphery (represented by features common for advertising in general). The features of closer periphery are instant, ubiquitous and interactive nature. The features of farther periphery are informative and evaluative character, inducement and creolized nature.
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Yu, Jinhee, and Kenneth Kim. "A Study on Relationship between Podcast Genres and Social Issues during Covid 19 Era." Korean Society of Culture and Convergence 44, no. 10 (October 31, 2022): 777–91. http://dx.doi.org/10.33645/cnc.2022.10.44.10.777.

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The purpose of this study is to focus on a genre which has been rarely covered in previous podcast studies. In order to explore the relevance between podcast popular genre trends and social issues, monthly top 100 ranked channels from 2020 to 2021 were converted into genre according to Rank sum weighting method. As a result, the most popular genres of podcast were current affairs, entertainment, economy and cultural information in order, and these genres have ‘pair’ phenomena between close rankings. Among the genres, ‘current affairs & entertainment’ and ‘economy & cultural information’ have substitutive relationships respectively. Especially, despite the different content objectives between current affairs and entertainment, it can be inferred entertainment content could be consumed as a substitute for current affairs in Korea. In addition, genres of current affairs and entertainment had actually a high volume in listening frequency when relevant issues emerged when checking the social mood using Google keyword data. This means that the listening pattern of podcast genres had a corresponding relationship with the social mood for certain time.
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Akhmadulin, Evgeny V. "Genre Creation and Genre Formation." Proceedings of Southern Federal University. Philology 2020, no. 3 (September 30, 2020): 227–38. http://dx.doi.org/10.18522/1995-0640-2020-3-227-238.

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The article focuses on the topic of genre formation in Soviet journalism, and how genres have developed in the contemporary Russian mass media. The author is of the view that journalistic genres developed intuitively, rather than on the basis of a thorough investigation of the typology of mass media texts, and therefore bear all the hallmarks of a professional agreement. These practical, formally logical standards have no basis in scholarship, and as a result many publications dealing with questions of journalistic genres have no connection with the theory of journalism. They merely serve the «commonly accepted professional view» of the form that texts should take. This explains why there is continual discussion of the interaction, diffusion, mimicry and changes in the «identified genres» in a situation where there are no grounds for distinguishing between them, or fixed criteria for defining them. Introducing American forms of journalistic texts into the Russian genre system leads to an even greater entropy of established concepts. Concentrating on the study of the genre forms of journalistic texts in journalism education often hinders students in the acquisition of the habit of writing materials on specific thematic issues.
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Bojsen-Møller, Marie, Sune Auken, Amy J. Devitt, and Tanya Karoli Christensen. "Illicit Genres: The Case of Threatening Communications." Sakprosa 12, no. 1 (March 27, 2020): 1–53. http://dx.doi.org/10.5617/sakprosa.7416.

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This study takes a novel approach to the study of threatening communications by arguing that they can be characterized as a genre – a genre that generally carries strong connotations of intimidation, fear, aggression, power, and coercion. We combine the theoretical framework of Rhetorical Genre Studies (RGS) with results from theoretical and empirical analyses of threats to arrive at a more comprehensive perspective of threats. Since threats do not form part of any regular curriculum of genres, we designed a survey to test how recognizable they are. While scholars on threats describe threatening communications as remarkably varied in form and contextual features, the majority of our respondents categorized test items as threats without prompts of any kind, indicating that threats are a recognizable genre. We propose that threatening communications belong to a wider category of illicit genres: i.e. genres that generally disrupt and upset society and commonly affect their targets negatively. The uptakes of illicit genres are very different from those of other genres, as the users of the genres often actively avoid naming them, making uptake communities significant shapers of illicit genres. The present study contributes to research on threatening communications, since genre theory sheds light on important situational factors affecting the interpretation of a text as a threat – this is a particularly contentious question when it comes to threats that are indirectly phrased. The study also contributes to genre theory by pointing to new territory for genre scholars to examine, namely illicit genres. Studies of illicit genres also have wider, societal benefits as they shed light on different kinds of problematic rhetorical behavior that are generally considered destructive or even dangerous.
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Dissertations / Theses on the topic "Genre study"

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Amidon, Stevens Russell. "Manifestoes : a study in genre /." View online ; access limited to URI, 2003. http://0-www.lib.umi.com.helin.uri.edu/dissertations/dlnow/3103696.

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To, Kwok-kuen, and 杜國權. "A study of variation theory to enhance students' genre awareness and learning of genre features." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/212616.

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Reading is an important capability to assist in learning. When students are promoted to higher levels at primary school, they have to read more informative texts instead of narrative texts. A number of studies have indicated that many primary school students have difficulty comprehending informative texts. The ways in which teachers structure lesson content and students experience the lesson are important in helping students understand informative texts in terms of genres and genre features. To help students take on the challenges arising from reading informative texts, teachers play a vital role in bringing students to encounter critical aspects of understanding informative texts and make it more possible for students’ discernment happen. In the light of this, this study aims to investigate how structures of lessons and patterns of variation and invariance affect the learning outcomes of students’ understanding of genres and the genre features of informative texts, and even their future learning. This study features a design-based approach to two rounds of trial lessons. Phenomenography and variation theory are adopted as the theoretical framework. In the first round of trial lessons, there were 38 students from a primary 6 class divided into 2 groups. One group was given a lesson which was structured both sequentially and hierarchically. The lesson for the other group was, however, framed in a hierarchical structure only. The former lesson emphasized the use of similar examples while the latter focused on the use of different examples to teach students the meaning of genre features of informative texts. In the second round, there were 39 students from a primary 5 class also divided into 2 groups. Although the structures of the lessons for the two groups were similar to those in the first round, the object of learning was to enhance students’ understanding of informative texts and the delayed post-test was conducted only in this round. The students in both rounds of trial lessons, who were from the same school, were taught by the same teacher. The data was analysed and triangulated with the post-lesson interview data and verbatim lesson record. The students’ different learning outcomes stemmed from the different structures of the lessons and the adoption of the patterns of variation and invariance. The students who had more opportunities to encounter the patterns of variation and invariance serving as contrasts tended to perform better than those who did not. The appropriate teaching arrangements enhanced students’ understanding of genre awareness and genre features, and contributed to generation of learning. The findings of this study support variation theory as a powerful pedagogical tool for improving students’ understanding of informative texts and enabling students to generate new learning after teacher instruction. One implication of the findings for teachers is that appropriate teaching arrangements, including the structure of a lesson and patterns of variation and invariance, are of paramount importance. As a result of such arrangements, students are more likely to develop a powerful way of reading informative texts. Teachers are instrumental in preparing the necessary conditions of learning.
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{275572}竞 and Jing Cai. "An integrated genre-based approach to scaffolding novice academic writers : genre awareness, academic lexical phrases and student uptake." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/198828.

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In EFL contexts like China where research and application of findings in the field of English for Academic Purposes (EAP) is still in its infancy, graduate students are in urgent need of support in developing their academic literacy, especially in terms of academic writing and research article writing skills under the forces of globalization of education. This study sets out to develop a contextualized EAP genre-based approach to scaffold novice academic writers and examine its impact through assessment tasks and analysis of students’ uptake. The theoretical traditions of ESP research article (RA) genre analysis (e.g. Swales, 1990, 2004; Swale & Feak, 2004) and lexical bundle studies (e.g. Biber & Barbieri, 2007; Hyland, 2008)are drawn upon and two dimensions of building blocks of academic discourse are conceptualized: the top-down dimension (i.e., genre schematic structuring) and the bottom-up dimension(i.e. general and move-specific academic lexical phrases). Then, the Sydney School genre-based Teaching and Learning Cycle and corpus-informed explicit bundle instruction were incorporated into the ESP genre-based framework to generate a new theoretical and pedagogical model taking into consideration the needs of the local context. In order to evaluate this innovative course thoroughly in a natural and intact classroom, careful triangulations of data were achieved. A mixed-methods programme evaluation framework was developed with two major components, namely an intervention study and individual case studies. In terms of the average gains of the whole class, there was significant improvement in the receptive test of knowledge of genre and bundles after the course. In addition, the instruction significantly narrowed the achievement gap among the high, mid and low starting level students. Most importantly, the increase in the appropriate use of lexical phrases in rewriting suggests the effectiveness of the course in enabling active production. Regression analysis further indicated a strong relationship between the development of bundle knowledge and that of genre and genre-specific features. The rich descriptions of the two student cases delineate the different learning trajectories of learners of distinct starting levels. Although the low starting level learner showed much slower in-class uptake, her active engagement and integration of knowledge in the rewriting task by drawing on various resources has increased her understanding of the RA genre. The high starting level learner with satisfactory in-class uptake, however, suffered from lots of textual borrowing in writing due to her high expectation of academic content but lack of corresponding genre and linguistic competences. The fact that both learners exhibited a strong lack of basic linguistic resources to verbalize their sophisticated thinking in the rewriting task pointed to the importance of developing the linguistic aspects in the initial stage of genre knowledge development in EFL contexts, which has been neglected in previous studies focusing on ESL contexts. The careful investigation of the instructional context has led to detailed discussions of a few prominent issues in the pedagogical design, in particular, the importance of focusing on the role of “task” in curriculum and pedagogical design in future research of genre-based pedagogy.
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Poon, Ka-man Shirley, and 潘嘉敏. "A study of the evolution and diversity of a stereotypical genre: therecipe genre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38756006.

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Poon, Ka-man Shirley. "A study of the evolution and diversity of a stereotypical genre : the recipe genre." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38756006.

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Caudill, Melissa A. "Yearbooks as a genre a case study /." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1202500650/.

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Mdumela, Tsakani Amos. "A genre analysis of texts in Xitsonga." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/49715.

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Thesis (PhD)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: The recent introduction of the outcomes-based curriculum for the learning field language, literacy and communication has revealed a number of essential areas of research in African languages that urgently need to be addressed if this curriculum for African Languages is to be successfully implemented with the necessary theoretical basis as support. This dissertation addresses one such research issue, the genre-based approach to Xitsonga texts within the broad field of language and literacy. This study wil] first explore different models of writing approaches that relate to the analytic approach to genre literacy, including the traditional progressivist approach, the Bereiter and Scardamalia approach, and Grabe and Kaplan's (1996) model. It will be argued that Grabe and Kaplan's model is suitable as a framework for teaching writing, because it incorporates the ethnography of writing which entails that a detailed analysis of texts should address the following questions: who writes what to whom, for what purpose, why, when and how? The use of the ethnography of writing in the analysis of texts according to Grabe and Kaplan's model also explores factors such as the communicative purpose, the culture and the community in which the text is produced. This is investigated through the text-linguistic analysis of the nine Xitsonga written speeches where the speech genre has an identifiable format including an introduction, middle and ending. This study also explores the relationship between the ethnography of writing, the Grabe and Kaplan's theory of text construction, the learning outcomes 4 and 5 of grades 7, 8 and 9 and their related assessment standards. Attention is given to prescribed texts and the taxonomy of academic writing skills, knowledge bases and processes, using some of the nine Xitsonga written speeches for illustrative purposes. This study explores questions of how Grabe and Kaplan's model can be effectively employed in the analysis of texts within the framework of Curriculum 2005 in the teaching of language. This study further focuses on the teaching of Xitsonga as a language subject within a multilingual education system. It is argued that in order to develop Xitsonga terminology for teaching content subjects, resources must be put in place, both materially and financially. It will be argued that Xitsonga should be taught as a language subject and . used as a medium of instruction in content subjects in conjunction with English across the curriculum within a bilingual education policy in order to enhance teaching and learning. Learners who have Xitsonga as first language will be able to apply the writing skills acquired in the teaching of writing of Xitsonga as a language subject in their learning across the curriculum.
AFRIKAANSE OPSOMMING: Die resente invoer van die uitkoms-gebaseerde kurrikulum vir die leerarea tale, geletterdheid en kommunikasie het 'n aantal areas van noodsaaklike navorsing in die Afrikatale aan die lig gebring wat dringend aangespreek moet word om hierdie kurrikulum suksesvol te implementeer vir die Afrikatale. Hierdie proefskrif ondersoek een van hierdie navorsingsvraagstukke, naamlik die genre-gebaseerde benadering tot die analise van Xitsonga tekste binne die bree veld van taal en geletterdheid. Die studie sal eers 'n ondersoek doen van verskillende modelle van skryfbenaderings wat verband hou met die analitiese benaderings tot genre geletterdheid, insluitende die tradisionele progressivistiese benadering, Die Bereiter en Scardamalia benadering, en Grabe en Kaplan (1996) se model. Daar sal aangevoer word dat Grabe en Kaplan se benadering 'n toepaslike raamwerk vir skryfonderrig is, aangesien dit die etnografie van skryf inkorporeer, wat meebring dat 'n gedetailleerde analise van tekste die volgende vrae moet aanspreek: Wie skryf wat aan wie vir watter doel, waarom, wanneer en hoe? Die gebruik van die etnografie van skryf in die analise van Xitsonga tekste volgens Grabe en Kaplan se model ondersoek ook faktore soos die kommunikatiewe doelstelling, kultuur en die gemeenskap waarin die teks geproduseer word. Hierdie vrae word ondersoek deur die analise van nege geskrewe toesprake in Xitsonga, waar die toespraak genre 'n identifiseerbare formaat het, insluitende 'n inleiding, 'n middel en 'n slot. Die studie ondersoek ook die verband tussen die etnografie van skryf, die Grabe en Kaplan teorie van tekskonstruksie, die leeruitkomste 4 en 5 van Graad 7, 8 en 9, en hulle verwante assesseringsstandaarde. Aandag word gegee aan voorgeskrewe tekste en die taksonomie van skryfvaardighede, kennis basisse en prosesse, met verwysing na die nege geskrewe tekste in Xitsonga. Die studie ondersoek vrae oor hoe Grabe en Kaplan se model effektief ingespan kan word in die analise van tekste binne die raamwerk van kurrikulum 2005 in die onderrig van taal. Die studie fokus voorts op die onderrig van Xitsonga as 'n taalvak binne 'n meertalige opvoedkundige stelsel. Daar word aangevoer dat ten einde Xitsonga terminologie te ontwikkel vir die onderrig van inhoudsvakke, moet die nodige hulpbronne daarvoor voorsien word. Daar word ook aangevoer dat Xitsonga as 'n taalvak in die onderrig van inhoudsvakke, in samehang met Engels vir laasgenoemde, oor die kurrikulum ten einde leer en onderrig te bevorder. Leerders wat Xitsonga as 'n eerste taal het, sal in staat wees om die skryfvaardighede wat hulle verwerf her in die onderrig van skryf in Xitsonga as 'n taalvak in hulle leer oar die kurrikulum.
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Cheung, Wai-kwan Anna. "Incorporating genre analysis into the teaching of ESP : a pedagogical study." HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/83.

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Taavitsainen, Irma. "Middle English lunaries : a study of the genre /." Helsinki : Société Néophilologique, 1988. http://catalogue.bnf.fr/ark:/12148/cb376314219.

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Chapman, S. E. "A study of the genre of T.H. White's Arthurian books." Thesis, Bangor University, 1988. https://research.bangor.ac.uk/portal/en/theses/a-study-of-the-genre-of-th-whites-arthurian-books(4d42d362-c932-485c-8271-b1e69f209dc8).html.

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Books on the topic "Genre study"

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Contemporary Russian satire: A genre study. Cambridge: Cambridge University Press, 1995.

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Tardy, Christine M. Building genre knowledge. West Lafayette, Ind: Parlor Press, 2009.

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Building genre knowledge. West Lafayette, Ind: Parlor Press, 2009.

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Fountas, Irene C. Genre quick guide. Portsmouth, NH: Heinemann, 2012.

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Wind, Barry. Velazquez's bodegones: A study in seventeenth-century Spanish genre painting. Fairfax, Va: George Mason University Press, 1987.

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Aviva, Freedman, and Medway Peter, eds. Learning and teaching genre. Portsmouth, NH: Boynton/Cook Publishers, 1994.

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Su, Pinnell Gay, ed. Genre prompting guide for fiction. Portsmouth, NH: Heinemann, 2012.

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Aviva, Freedman, and Medway Peter, eds. Genre and the new rhetoric. London: Taylor & Francis, 1994.

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Hyland, Ken. Genre and second language writing. Ann Arbor: University of Michigan Press, 2004.

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Groom, Nicholas. A corpus study of the patent specification genre. Birmingham: University of Birmingham, 2002.

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Book chapters on the topic "Genre study"

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Pérez-Llantada, Carmen, and María-José Luzón. "Case study research." In Genre Networks, 53–122. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003147732-4.

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Devitt, Amy J. "Re-fusing form in genre study." In Genres in the Internet, 27–48. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/pbns.188.02dev.

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Jantos, Susanne. "Agreement in educated Jamaican English: A corpus-based study of spoken usage in ICE-Jamaica." In Syntactic Variation and Genre, 305–32. Berlin, New York: DE GRUYTER MOUTON, 2010. http://dx.doi.org/10.1515/9783110226485.2.305.

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Lucas, Duncan A. "Case Study One: Sophocles’ Oedipus." In Affect Theory, Genre, and the Example of Tragedy, 151–90. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94863-8_4.

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Lucas, Duncan A. "Case Study Two: Shakespeare’s Hamlet." In Affect Theory, Genre, and the Example of Tragedy, 191–240. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94863-8_5.

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Jenkins, Tricia. "The History and Logic of Genre Study." In A Companion to Popular Culture, 83–100. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781118883341.ch6.

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Pinnegar, Stefinee, and Mary Lynn Hamilton. "Arriving at Self-Study." In Self-study of Practice as a Genre of Qualitative Research, 1–9. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9512-2_1.

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Braslavski, Pavel. "Marrying Relevance and Genre Rankings: An Exploratory Study." In Text, Speech and Language Technology, 191–208. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9178-9_9.

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Stokowiec, Wojciech. "A Comparative Study on Music Genre Classification Algorithms." In Studies in Big Data, 123–32. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30315-4_11.

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Lucas, Duncan A. "Case Study Three: Arthur Miller’s Death of a Salesman." In Affect Theory, Genre, and the Example of Tragedy, 241–76. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94863-8_6.

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Conference papers on the topic "Genre study"

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DULGHERU (GOLDAN), Alina-Roxana DULGHERU (GOLDAN). "EXPLORING THE RELEVANCE OF INTRODUCING GENRE-BASED APPROACHES TO TEACHING WRITING." In Synergies in Communication. Editura ASE, 2022. http://dx.doi.org/10.24818/sic/2021/02.01.

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Genre has a great impact on how language teaching is understood (Derewianka, 2003). On the one hand, from the perspective of the research aims, this article is intended to offer a brief overview of how genre is understood in linguistics, as well as of several genre-based approaches in applied linguistcs, with special reference to language teaching. On the other hand, from the perspective of teaching aims, this study attempts to investigate the students’ awareness regarding various genres that are relevant for their age group and language proficiency level, prior to explicit genre teaching. The results of this small-scale study have confirmed that genre-based approaches to teaching help raise the students’ awareness of genre features and are conducive to more effective reading, in preparation for purposeful writing.
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Pereira, Leonardo Vilela de Abreu Silva, and Tiago Fernandes Tavares. "An interplay between genre and emotion prediction in music: a study in the Emotify dataset." In Simpósio Brasileiro de Computação Musical. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/sbcm.2021.19421.

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Automatic classification problems are common in the music information retrieval domain. Among those we can find the automatic identification of music genre and music mood as frequently approached problems. The labels related to genre and mood are both generated by humans, according to subjective experiences related to each individual’s growth and development, that is, each person attributes different meanings to genre and mood labels. However, because both genre and mood arise from a similar process related to the social surroundings of an individual, we hypothesize that they are somehow related. In this study, we present experiments performed in the Emotify dataset, which comprises audio data and genre and mood-related tags for several pieces. We show that we can predict genre from audio data with a high accuracy; however, we consistently obtained low accuracy to predict mood tags. Additionally, we tried to use mood tags to predict genre, and also obtained a low accuracy. An analysis of the feature space reveals that our features are more related to genre than to mood, which explains the results from a linear algebra viewpoint. However, we still cannot find a music-related explanation to this difference.
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Zhou, Shun, and Xueai Zhao. "A Genre Study on American Presidential Victory Speech." In 6th Annual International Conference on Language, Literature and Linguistics (L3 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3566_l317.34.

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Obin, Nicolas, Volker Dellwo, Anne Lacheret, and Xavier Rodet. "Expectations for discourse genre identification: a prosodic study." In Interspeech 2010. ISCA: ISCA, 2010. http://dx.doi.org/10.21437/interspeech.2010-764.

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Yejing. "An Iconological Study of Genre Paintings in Song Dynasty." In 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210806.074.

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Li, Tao, Mitsunori Ogihara, and Qi Li. "A comparative study on content-based music genre classification." In the 26th annual international ACM SIGIR conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/860435.860487.

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Heakl, Ahmed, Abdelrahman Abdelgawad, and Victor Parque. "A Study on Broadcast Networks for Music Genre Classification." In 2022 International Joint Conference on Neural Networks (IJCNN). IEEE, 2022. http://dx.doi.org/10.1109/ijcnn55064.2022.9892651.

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Bouamor, Houda, Wajdi Zaghouani, Mona Diab, Ossama Obeid, Kemal Oflazer, Mahmoud Ghoneim, and Abdelati Hawwari. "A Pilot Study on Arabic Multi-Genre Corpus Diacritization." In Proceedings of the Second Workshop on Arabic Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-3209.

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Silva, Diego Furtado, Micael Valterlânio da Silva, Ricardo Szram Filho, and Angelo Cesar Mendes da Silva. "On the Fusion of Multiple Audio Representations for Music Genre Classification." In Simpósio Brasileiro de Computação Musical. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/sbcm.2021.19423.

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Music classification is one of the most studied tasks in music information retrieval. Notably, one of the targets with high interest in this task is the music genre. In this scenario, the use of deep neural networks has led to the current state-of-the-art results. Research endeavors in this knowledge domain focus on a single feature to represent the audio in the input for the classification model. Due to this task’s nature, researchers usually rely on time-frequency-based features, especially those designed to make timbre more explicit. However, the audio processing literature presents many strategies to build representations that reveal diverse characteristics of music, such as key and tempo, which may contribute with relevant information for the classification of genres. We showed an exploratory study on different neural network model fusion techniques for music genre classification with multiple features as input. Our results demonstrate that Multi-Feature Fusion Networks consistently improve the classification accuracy for suitable choices of input representations.
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Toldova, S., T. Davydova, M. Kobozeva, and D. Pisarevskaya. "DISCOURSE FEATURES OF BLOGS IN SUBCORPUS OF RUSSIAN RU-RSTREEBANK." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-747-761.

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The paper presents a corpus study of the discourse features in the corpus of blogs. It is based on the data of Ru-RSTreebank annotated within the framework of the Rhetorical Structure theory [Mann, Thompson 1988]. The Ru-RSTreebank represents genres of news and popular science, scientific papers, and blogs texts. Blog subcorpus contains such topics as travelling, cosmetics, sports and health, psychology, IT and tech and some others. Blogs texts constitute a specific genre as they combine properties of written and spoken discourse. The purpose of the paper is to investigate discourse features of blogs in comparison with other genres. We analyze the variation in rhetoric relations distribution among genres, and single out the differences in discourse connectives usage. Furthermore, we check the distribution of other discourse features reported in different studies for spoken discourse and for social media in the Ru-RSTreebank blogs subcorpus. The general frequency analysis and the experiments on RandomForest classifier application to genre recognition have shown that the most important rhetoric relations specific to blogs are Evaluation and Contrast, that there is a tendency to use shorter discourse units and not to express the discourse relations overtly via subordinative conjunctions.
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Reports on the topic "Genre study"

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Neill, David Howard. Calculating Radiation View Factors Using genre: A Case Study. Office of Scientific and Technical Information (OSTI), April 2019. http://dx.doi.org/10.2172/1507312.

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McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
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Antonov, Volodymyr. Natural history BBC documentaries: history and functions. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11402.

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This scientific article studies natural history documentaries produced by BBC and traces important stages of the development of the attitude towards such genre as natural history documentary. This research is about understanding why this kind of programmes is important, particularly for Ukrainians, and why we should study the genre thoroughly, including the BBC’s experience in the field. Accordingly, the main objectives of the study were: 1. To substantiate the necessity for Ukrainian scholars to study natural history documentaries and BBC’s experience in the field. 2. To trace back and describe the main stages of development in the sphere of producing natural history documentaries by British Broadcasting Corporation. 3. To analyze the obstacles which modern journalists, filmmakers are dealing with and to draw attention of Ukrainian specialists to those philosophical questions that modern era is searching for answers to. In the result of the research these main tasks which were outlined above were fulfilled. The author of this article concluded that natural history documentaries help to understand our place in the world we live in. In addition, through the shared environment we can feel unity with those who inhabit our region, country, inhabited it before, will inhabit in future. Documentaries help us understand who we are. And this function of identification is very important for contemporary Ukraine. To understand how to create proper natural history documentary it’s important to learn the global history of creating such programmes and especially that part which covers BBC’s achievements. The achievements of the corporation which gave birth to such prominent figure as David Attenborough. In addition to this, the article described some modern challenges which documentary makers face and those questions which contemporary society needs to have answered. Because you cannot create a proper natural history programme if you know past but do not know modern challenges. To sum up, the topic which is deeply connected with process of self-identification is very important and perspective for Ukrainian society which suffers hybrid war and endeavours of Russian Federation to assimilate Ukrainian people, Ukrainian culture.
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Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

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The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.
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Halych, Valentyna. SERHII YEFREMOV’S COOPERATION WITH THE WESTERN UKRAINIAN PRESS: MEMORIAL RECEPTION. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11055.

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The subject of the study is the cooperation of S. Efremov with Western Ukrainian periodicals as a page in the history of Ukrainian journalism which covers the relationship of journalists and scientists of Eastern and Western Ukraine at the turn of the XIX-XX centuries. Research methods (biographical, historical, comparative, axiological, statistical, discursive) develop the comprehensive disclosure of the article. As a result of scientific research, the origins of Ukrainocentrism in the personality of S. Efremov were clarified; his person as a public figure, journalist, publisher, literary critic is multifaceted; taking into account the specifics of the memoir genre and with the involvement of the historical context, the turning points in the destiny of the author of memoirs are interpreted, revealing cooperation with Western Ukrainian magazines and newspapers. The publications ‘Zoria’, ‘Narod’, ‘Pravda’, ‘Bukovyna’, ‘Dzvinok’, are secretly got into sub-Russian Ukraine, became for S. Efremov a spiritual basis in understanding the specifics of the national (Ukrainian) mass media, ideas of education in culture of Ukraine at the end of XIX century, its territorial integrity, and state independence. Memoirs of S. Efremov on cooperation with the iconic Galician journals ‘Notes of the Scientific Society after the name Shevchenko’ and ‘Literary-Scientific Bulletin’, testify to an important stage in the formation of the author’s worldview, the expansion of the genre boundaries of his journalism, active development as a literary critic. S. Yefremov collaborated most fruitfully and for a long time with the Literary-Scientific Bulletin, and he was impressed by the democratic position of this publication. The author’s comments reveal a long-running controversy over the publication of a review of the new edition of Kobzar and thematically related discussions around his other literary criticism, in which the talent of the demanding critic was forged. S. Efremov steadfastly defended the main principles of literary criticism: objectivity and freedom of author’s thought. The names of the allies of the Ukrainian idea L. Skochkovskyi, O. Lototskyi, O. Konyskyi, P. Zhytskyi, M. Hrushevskyi in S. Efremov’s memoirs unfold in multifaceted portrait descriptions and function as historical and cultural facts that document the pages of the author’s biography, record his activities in space and time. The results of the study give grounds to characterize S. Efremov as the first professional Ukrainian-speaking journalist.
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Hung, Gene. Establish an In Vitro Model for the Study of NF2 Gene Function and Gene Therapy. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada395531.

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Andalibi, Ali. Establish an In Vitro Model for the Study of NF2 Gene Function and Gene Therapy. Fort Belvoir, VA: Defense Technical Information Center, July 2004. http://dx.doi.org/10.21236/ada431978.

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Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, September 2015. http://dx.doi.org/10.34074/rsrp.42015.

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In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners.
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Tu, Q., Ye Deng, Lu Lin, Chris L. Hemme, Zhili He, and Jizhong Zhou. HuMiChip: Development of a Functional Gene Array for the Study of Human Microbiomes. Office of Scientific and Technical Information (OSTI), May 2010. http://dx.doi.org/10.2172/1008326.

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Ljungman, Mats. Use of Nascent RNA Microarrays to Study Inducible Gene Expression in Breast Cancer Cells. Fort Belvoir, VA: Defense Technical Information Center, September 2005. http://dx.doi.org/10.21236/ada443027.

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