HW

Ex 9.1
an in-text reference – reference made within the body of essay that helps
identify an idea's original source
the literature – published materials relevant to a particular topic or field of
study
to paraphrase – tell the original idea in your own words
plagiarism – to present someone else's work, ideas as your own without
acknowledgment
a primary source - is an original document that provides firsthand information
about a topic.
a reference – acknowledging the source of the information you have used in
your work
a reference list - list of references that are used in your work
referencing conventions – rules and formats for citing sources in academic
writing
a secondary source - document that analyzes, explain, or comments on primary
sources.
 2. date not in the brackets Folkes(1984)
3. incorrect way of displaying data Widdowson(1979)
4. correct way is to use semicolons instead of comma
5. [5]
6. Tyler et al
7. Just Kelly(1996)
8. [4] of 4 in superscript
Ex10.4a
Advantages
Helps students to understand texts and be more successful writers
Teaching academic genre helps disadvantaged students (e.g. from poor backgrounds)
to be more successful at school and university
Disadvantages
Teaching academic genres leads students to be less creative.

Ex 10.4b
Advantages
Hammond and Macken-Horarick(1999) observed that students understand text better
and become more successful writers
Christie(1993) and Martin(1993) both agreed that disadvantaged students(e.g. coming
from poor background) need to be taught academic genres in order to be more
successful at school and university.
Disadvantages
Luke(1996) claimed that teaching academic genres can lead students to produce
formulaic writing
Hyon(2001) warned that students can overgeneralize genre rules
Advantages and disadvantages
Kay and Dudley-Evans(1998) found that teachers thought genre approach provides a
useful framework for teaching, but discovered that it might be to prescriptive
Swales(2000) in favor of teaching genres but argued that students need to bring their
own ideas to academic texts.

Ex 10.4c
A number of writers have discussed the advantages and disadvantages of
teaching genre analysis for academic writing. Hammond and Macken-Horarick
(1999), for example, observed that students understand text better and become more
successful writers when exposed to genre analysis. Christie (1993) and Martin (1993)
both agreed that disadvantaged students, such as those from poor backgrounds,
benefit from instruction in academic genres to enhance their success in both school
and university. Kay and Dudley-Evans (1998) found that teachers perceived the genre
approach as a useful framework, but they also noted concerns about its prescriptive
nature which can lead students to be less creative. Swales (2000), after his own
research and analysis, advocated for teaching genres but emphasized the importance
of students bringing their own ideas to academic texts. These perspectives highlight
the multifaceted nature of genre analysis in academic writing instruction. On other
hand, Luke (1996) contended that teaching academic genres may lead students to
produce formulaic writing, while Hyon (2001) warned against the potential for
students to overgeneralize academic writing rules.