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An updated account of master’s level business school writing: revisiting the genre family framework

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Whiteside, K. orcid id iconORCID: https://orcid.org/0000-0002-7335-1085 and Collins, V. orcid id iconORCID: https://orcid.org/0000-0001-8285-6475 (2024) An updated account of master’s level business school writing: revisiting the genre family framework. International Journal of English for Academic Purposes: Research and Ptactice, 4 (2). pp. 197-220. ISSN 2634-4610 doi: 10.3828/ijeap.2024.12

Abstract/Summary

Existing studies of student written genres across business school disciplines wereundertaken more than a decade ago. This study has produced an updated overviewof master’s level written coursework assignments from core modules across elevenbusiness school degree programmes. Nesi and Gardner’s (2012) genre familyframework was applied in analysing task briefs and related documentation to identifysocial purposes and genres. Results suggest that in the decade since the Britishacademic written English (BAWE) corpus texts were collected, there has been aconsiderable increase in the proportion of genres with the ‘preparing for professionalpractice’ social purpose (Nesi & Garner, 2012, p. 36), alongside a considerable dropin proportions of ‘demonstrating powers of informed and independent reasoning’(Nesi & Garner, 2012, p. 36) genres, which had previously dominated. We arguefor the usefulness of further applications of the approach taken in this study acrossdifferent disciplines and institutional contexts to regularly update knowledge andinform EAP practice.

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Item Type Article
URI https://reading-clone.eprints-hosting.org/id/eprint/119249
Item Type Article
Refereed Yes
Divisions Arts, Humanities and Social Science > International Study and Language Institute (ISLI)
Uncontrolled Keywords genre analysis, disciplinary student genres, academic business writing
Publisher Liverpool University Press
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