Developmental trends in lexical diversity.

This article discusses issues in measuring lexical diversity, before outlining an approach based on mathematical modelling that produces a measure, D, designed to address these problems. The procedure for obtaining values for D directly from transcripts using software (vocd) is introduced, and then applied to thirty-two children from the Bristol Study of Language Development (Wells 1985) at ten different ages. A significant developmental trend is shown for D and an indication is given of the average scores and ranges to be expected between the ages of 18 and 42 months and at 5 years for these L1 English speakers. The meaning attributable to further ranges of values for D is illustrated by analysing the lexical diversity of academic writing, and its wider application is demonstrated with examples from specific language impairment, morphological development, and foreign/second language learning.

Television and the popular: viewing from the British perspective

The academic discipline of television studies has been constituted by the claim that television is worth studying because it is popular. Yet this claim has also entailed a need to defend the subject against the triviality that is associated with the television medium because of its very popularity. This article analyses the many attempts in the later twentieth and twenty-first centuries to constitute critical discourses about television as a popular medium. It focuses on how the theoretical currents of Television Studies emerged and changed in the UK, where a disciplinary identity for the subject was founded by borrowing from related disciplines, yet argued for the specificity of the medium as an object of criticism. Eschewing technological determinism, moral pathologization and sterile debates about television's supposed effects, UK writers such as Raymond Williams addressed television as an aspect of culture. Television theory in Britain has been part of, and also separate from, the disciplinary fields of media theory, literary theory and film theory. It has focused its attention on institutions, audio-visual texts, genres, authors and viewers according to the ways that research problems and theoretical inadequacies have emerged over time. But a consistent feature has been the problem of moving from a descriptive discourse to an analytical and evaluative one, and from studies of specific texts, moments and locations of television to larger theories. By discussing some historically significant critical work about television, the article considers how academic work has constructed relationships between the different kinds of objects of study. The article argues that a fundamental tension between descriptive and politically activist discourses has confused academic writing about ›the popular‹. Television study in Britain arose not to supply graduate professionals to the television industry, nor to perfect the instrumental techniques of allied sectors such as advertising and marketing, but to analyse and critique the medium's aesthetic forms and to evaluate its role in culture. Since television cannot be made by ›the people‹, the empowerment that discourses of television theory and analysis aimed for was focused on disseminating the tools for critique. Recent developments in factual entertainment television (in Britain and elsewhere) have greatly increased the visibility of ›the people‹ in programmes, notably in docusoaps, game shows and other participative formats. This has led to renewed debates about whether such ›popular‹ programmes appropriately represent ›the people‹ and how factual entertainment that is often despised relates to genres hitherto considered to be of high quality, such as scripted drama and socially-engaged documentary television. A further aspect of this problem of evaluation is how television globalisation has been addressed, and the example that the issue has crystallised around most is the reality TV contest Big Brother. Television theory has been largely based on studying the texts, institutions and audiences of television in the Anglophone world, and thus in specific geographical contexts. The transnational contexts of popular television have been addressed as spaces of contestation, for example between Americanisation and national or regional identities. Commentators have been ambivalent about whether the discipline's role is to celebrate or critique television, and whether to do so within a national, regional or global context. In the discourses of the television industry, ›popular television‹ is a quantitative and comparative measure, and because of the overlap between the programming with the largest audiences and the scheduling of established programme types at the times of day when the largest audiences are available, it has a strong relationship with genre. The measurement of audiences and the design of schedules are carried out in predominantly national contexts, but the article refers to programmes like Big Brother that have been broadcast transnationally, and programmes that have been extensively exported, to consider in what ways they too might be called popular. Strands of work in television studies have at different times attempted to diagnose what is at stake in the most popular programme types, such as reality TV, situation comedy and drama series. This has centred on questions of how aesthetic quality might be discriminated in television programmes, and how quality relates to popularity. The interaction of the designations ›popular‹ and ›quality‹ is exemplified in the ways that critical discourse has addressed US drama series that have been widely exported around the world, and the article shows how the two critical terms are both distinct and interrelated. In this context and in the article as a whole, the aim is not to arrive at a definitive meaning for ›the popular‹ inasmuch as it designates programmes or indeed the medium of television itself. Instead the aim is to show how, in historically and geographically contingent ways, these terms and ideas have been dynamically adopted and contested in order to address a multiple and changing object of analysis.

Advancing construction industry development, innovative research and new thinking

Academic writing has a tendency to be turgid and impenetrable. This is not only anathema to communication between academics, but also a major barrier to advancing construction industry development. Clarity in our communication is a prerequisite to effective collaboration with industry. An exploration of what it means to be an academic in a University is presented in order to provide a context for a discussion on how academics might collaborate with industry to advance development. There are conflicting agendas that pull the academic in different directions: peer group recognition, institutional success and industry development. None can be achieved without the other, which results in the need for a careful balancing act. While academics search for better understandings and provisional explanations within the context of conceptual models, industry seeks the practical application of new ideas, whether the ideas come from research or experience. Universities have a key role to play in industry development and in economic development.

Misuse of the term 'stakeholder' in public relations

This article queries the relatively recent adoption of the term 'stakeholder', borrowed from the UK political and the US business management spheres, in public relations academic writing. The article concludes that these spheres use the term in a normative or ideological manner that has worrying implications. The term frames people as having a pre-existing relationship with the governments or business organisations which name them as such. This process of incorporation prejudges and potentially obscures the real relations of groups of people vis-à-vis governments and business organisations which they may wish to have nothing to do with. An argument is mounted for the defence of the term 'publics'. It is pointed out that a key originator of stakeholder theory opposes the notion of 'publics' as closer to a notion of an uncontrolled audience. The article argues that the notion of 'publics' is more fitting than the notion of 'stakeholders' if public relations is about acknowledging this uncontrollability, and to do with advising organisations about their positioning in the democratic milieu. On the other hand, the notion 'stakeholders' may be the right one if public relations is simply aimed at immediately shaping people's behaviour, irrespective of longer term and wider political implications.

Dignity, rights and capabilities in clinical rehabilitation

Purpose. The purpose of this article is to explore three concepts namely dignity, human rights and capabilities and to argue for their relevance in advancing the theory and practice of rehabilitation.

Method. A narrative review of selected academic writing on the three constructs is considered with respect to the rehabilitation literature.

Results. Each concept is defined and technical terms are explained for readers unfamiliar with these topics. Salient aspects of academic or scientific writing on each of these three topics is summarised and attempts are made to integrate these with rehabilitation.

Conclusions. Dignity, rights and capabilities are three concepts that have the potential to enhance theory development in rehabilitation.

Metadiscourse functions in English and Persian sociology articles : a study in contrastive rhetoric

This study on contrastive rhetoric reports on metadiscourse functions in sociology articles in Persian and English. The results have revealed a higher number of metadiscourse elements in the English texts. Among the different metadiscourse elements used, text connectors are the most frequently employed in both languages. Modality markers are the second most frequent in both languages although the English writers used nearly twice the number of these markers. Overall, it is found that the frequency of textual metadiscourse markers is greater than the interpersonal markers in both language samples. It was further revealed that the Persian writers of sociology texts are less interested in explicitly orienting the readers and some of the main points in an article, especially in the concluding section, are left for the readers to infer. This, we believe, is the result of less reliance on academic writing in the educational system of the country. Instead, the Iranians are largely encouraged to employ a flowery language and rhetoric to decorate their writing in their school years which makes them less attentive of their readers.

Elaborative relational structures in the research prose of sociology : an intercultural study

This paper investigates elaborative relational structures utilised by native English speaking and native Polish speaking scholars in sociology research articles written in English. The examined texts have been produced in American, Australian and Polish academic discourse communities. The study utilised the framework of the analysis of the rhetorical structure of tests (FARS) as an analytical tool (Golebiowski 2009, 2011). The following types of elaboration relations are discussed : amplification, extension, reformulation, explanation, instantiation and addition. Elaboration is analysed with respect to its textual function, frequency of employment, hierarchical location, recursiveness, discoursal prominence and explicitness. The elaborative systems in the examined texts are shown to be complex, with pervasive presence of multi-stage recursive structures. It is suggested that elaborativeness may be a general characteristic of the style of writing sociology, which, as a relatively new discipline, requires establishing of wide grounds for the proposed claims, where writers persuade their readers not only of the specific claims of their text, but also of frameworks of thought in which the claims are placed. It is hypothesized that the similarities in the elaborativeness across texts result from the shared stylistic conventions and traditions of the disciplinary research community of sociology, while differences in the mode of employment of elaboration relations are attributed to cultural norms and conventions as well as educational systems prevailing within the discourse communities constituting the social contexts of the studied texts.
Golebiowski, Z. (2011). Scholarly criticism across discourse communities. In Salager-Meyer, Françoise and Lewin, Beverly A. (eds), Crossed words : Criticism in scholarly writing, pp. 203-224, Peter Lang International Academic Publishers, Berlin, Germany.
Golebiowski Z. (2009). The use of contrastive strategies in a sociology research paper: A cross-cultural study. In Suomela-Salmi, Eija and Dervin, Fred (eds), Cross-linguistic and cross-cultural perspectives on academic discourse, pp. 165-186, John Benjamins Publishing Company, Philadelphia.

Urban ecology and the future of cities

The role of ecology in a sustainable future is prominent in the media, academic writing and political decisions; as such environmental pressures, as well as economic, social and political, increasingly influence planning for the future. This paper looks at how this translates into the process for planning future cities – highlighting gaps in knowledge and issues of implementation. It draws on interdisciplinary sources to explore three main elements of the debate: What is urban ecology and why is it important to sustainable cities?; What gaps are there in the ecological knowledge of planners and policy makers and why are there gaps?; and How can urban ecology be integrated into the planning of future sustainable cities?. This paper does not aim to provide a definitive answer to the problem; rather it addresses the first two areas and identifies potential directions for the third. It takes Australia, as national, Victoria, as regional and Geelong, as local, points of reference.

Committed, face‐value, hybrid or mutual adaptation? The experiences of international students in Australian higher education

This paper explores the adaptation patterns of international Chinese and Vietnamese students in relation to academic writing practices in a higher education context. The study utilises a trans‐disciplinary framework for interpreting students’ and lecturers’ practices within institutional structures. This framework has been developed by infusing a modified version of Lillis’ heuristic for exploring students’ meaning making with positioning theory.

A prominent finding of the study indicates the emergence of three main forms of adaptation, committed adaptation, face‐value adaptation and hybrid adaptation, that the students employed to gain access to their disciplinary practices. The findings of the study give insights into ways that a dialogical pedagogic model for mutual adaptation can be developed between international students and academics. The aim is to enhance the education of international students in this increasingly internationalised environment.

Embracing prior professional experience in meaning making: views from international students and academics

This paper explores the views of international students and academic staff on the use of prior professional experience in disciplinary academic writing in Australian higher education. The main finding of this case study indicates that disciplinary practice related to the issue of whether, and how, students should represent aspects of their prior professional experience in disciplinary writing seems to be differently reproduced from the lenses of international student and lecturers. Within the current higher education practices, the diverse dimensions of prior professional experiences that international students bring into the learning context appear to count more in oral class discussion than in academic writing and in formal assessment. Furthermore, despite the rhetoric of internationalization of the curriculum and “inclusivity”, the valid academic practices of international students seem to be marginalized and delegitimized due to the very subtlety and inconsistence of the lecturers’ expectations. The paper concludes with the implications for institutions to more effectively address the needs of international students in terms of knowledge construction in the process of implementing diversity principles within the internationalization agenda.

Making visible ‘hidden’ intentions and potential choices: international students in intercultural communication

The study reported in this paper examines the experiences of Chinese and Vietnamese international students in engaging in their institutional written discourse at an Australian university. The study highlights the significance of exploring the real accounts of the students as the ‘insiders’ and uncovering students’ individual potential choices and intentions as their ‘seemingly unrecognized’ values in producing their own texts in English as a second language. In particular, based on international students’ reflection on their intentions and potential choices in academic practices, the study signals how the taken-for-granted institutional conventions may contribute to silencing or marginalizing the possibilities for alternative approaches to knowledge and communication within the higher education institutional context.

A cross-disciplinary analysis of rhetorical structure of dissertation abstracts

The teaching rhetorical structure of various academic genres has been recognized as a practical, pedagogical tool in both ESL and EFL academic settings. However, assigning a unitary structure for different fields of study might poses problems for novice writers. In this study, the rhetorical structure of 120 abstracts (ninety ‘masters’ theses and thirty ‘doctoral’ dissertations) from six disciplines were investigated. In this exploratory study, four rhetorical structures were found: IMRC/D, CARS, Mixed, and None (which means the texts lack any rhetorical structure). The conclusion is that nonnative speakers require more than grammatical knowledge at the clause level. They need to be familiarized with the discourse grammar with the functional tokens attached to it in order to be successful in their academic writing.

A demandeur-centric theory of regime design in transnational commercial law

Recent scholarship on international agreement design has almost exclusively focused on the public international law area. The literature on regime design in the area of international private law lacks a solid theoretical foundation. Academic writing on public international law's state-centric approach is only amenable to crude transplantation and poses several puzzles in the international private law context. Resolving these puzzles is important because of the proliferation of transnational commercial agreements in areas that were traditionally the province of domestic law. This paper attempts to provide a starting point to address the theoretical vacuum. Part I argues that functionalist, liberal, and realist theories cannot fully explain transnational commercial law agreement design. Part II puts forth a demandeur-centric approach with the aid of examples that span the spectrum from hard law to soft law. Part III concludes that agreement design in transnational commercial law is premised on demandeur preferences and relative power.