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This article interrogates those gaps in three parts and analyzes 19,463 FYW argumentative essays.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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identify in genre-based approaches to first-year writing?","Question",{"text":63,"@type":64},"It identifies two gaps: limited large-scale analysis of first-year written genres, and insufficient attention to language patterns within FYW pedagogy and research.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the study connect Rhetorical Genre Studies with corpus linguistics?",{"text":68,"@type":64},"It uses a context-informed corpus linguistic analysis of 19,463 FYW argumentative essays, combining RGS and English for Academic Purposes genre traditions.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the study suggest is different about FYW compared with published academic writing?",{"text":72,"@type":64},"It outlines overall patterns that distinguish FYW from published academic writing, including shared linguistic patterns and rhetorical cues of essay 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\nComposition Forum 31, Spring 2015  \nLinguistic Attention in Rhetorical Genre Studies and First Year Writing  \nLaura Aull  \nAbstract: Since Carolyn Miller’s Genre as Social Action, North American Rhetorical Genre Studies (RGS) has facilitated analysis of how typified rhetorical actions constitute the contexts and communities in which writers write. In first-year writing (FYW) specifically, RGS approaches have focused on macro-level textual constructs, like the audience and evidence expectations of different genres, and have bolstered valuable attention to genre awareness and transfer. In its attention to context and macro-level features, however, RGS has focused less on recurring linguistic patterns in written genres, which has contributed to two gaps in genre-based approaches to FYW: few large-scale analyses of first-year written genres, and little attention to language patterns in genre-based FYW pedagogy and research. This article aims to interrogate these gapsand offer a way beyond them, in three parts. First, it historicizes the institutional separation of U.S. rhetoriccomposition and linguistics. Second, it outlines recent pedagogical genre research in RGS and English for Academic Purposes (EAP), which together offer valuable insights for approaches to FYW. Finally, it delineates selected observations from a context-informed corpus linguistic analysis of 19,463 FYW argumentative essays that draws on both RGS and EAP genre traditions. The analysis highlights rhetorical cues of the essay prompts (often absent in EAP corpus linguistic research) alongside shared linguistic patterns (often absent in RGS studies) . The analysis likewise outlines overall patterns that distinguish FYW from published academic writing. The article closes with implications for pedagogy, research, and assessment.  \nIntroduction: Rhetorical Genre Studies and the Emphasis on Whole Texts and Social Contexts  \nThirty years of rhetorical and linguistic genre studies have transformed how we understand academic writing. They have cast academic genres not as value-neutral conduits for information but as typified rhetorical actions that constitute the often-tacit expectations of academic contexts and communities. Applications of rhetorical genre studies (RGS) to first-year writing (FYW) have specifically expanded discussions about FYW contexts, awareness, and transfer, with particular implications for students who are new to university genres.  \nAt the start of RGS was Carolyn Miller’s Genre as Social Action, which theorizes genre not only as a “pattern of forms”(165) but as sociorhetorical realizations of cultural and context-specific demands. Miller’s emphasis on macro-level meaning-making aimed to expand genre conceptions focused on formal features (Bawarshi The Genre Function), and that emphasis was in keeping with historic differences between linguistic and rhetoriccomposition studies.{1} At the same time, macro-level constructs are not the exclusive focus of Genre as Social Action. Following her review of Halliday, Miller frames her consideration of exigency in a way that casts rhetorical situation as both a linguistic and non-linguistic sign system: “If rhetorical situation is not material and objective, but a social construct, or semiotic structure , how are we to understand exigence, which is at the core of situation?” (C. Miller 157; emphasis mine) . Miller also underscores meso-level rhetorical actions, or the “intermediate forms or strategies”(C. Miller 161) between the sentence and the whole text. And her insistence that “a genre is not just a pattern of forms”(165) does not preclude patterns of form but, rather, does not limit genres to them.  \nWhat has been most widely adopted in RGS-based approaches to FYW (which have a pedagogical impetus unlike Miller’s article but have been heavily influenced by it) has been the conceptu","cbCairOAs8BdKcxj","https://ap.wps.com/l/cbCairOAs8BdKcxj","pdf",113731,17,"English","# Introduction: Rhetorical Genre Studies and the Emphasis on Whole Texts and Social Contexts\n## Genre as Social Action and macro-level meaning-making\n## Meso-level rhetorical actions and forms\n## RGS approaches to FYW and the focus on context\n## Applied linguistic EAP genre studies and discourse features","[{\"question\":\"What gaps does the article identify in genre-based approaches to first-year writing?\",\"answer\":\"It identifies two gaps: limited large-scale analysis of first-year written genres, and insufficient attention to language patterns within FYW pedagogy and research.\"},{\"question\":\"How does the study connect Rhetorical Genre Studies with corpus linguistics?\",\"answer\":\"It uses a context-informed corpus linguistic analysis of 19,463 FYW argumentative essays, combining RGS and English for Academic Purposes genre traditions.\"},{\"question\":\"What does the study suggest is different about FYW compared with published academic writing?\",\"answer\":\"It outlines overall patterns that distinguish FYW from published academic writing, including shared linguistic patterns and rhetorical cues of essay prompts.\"}]","Linguistic Attention in Rhetorical Genre Studies and First Year Writing | PDF",1792087459,43]