TY - BOOK T1 - Genre Analysis: English in Academic and Research Settings T2 - Cambridge Applied Linguistics Series Y1 - 1990 A1 - Swales, John M. ED - Long, Michael H. ED - Richards, Jack C. KW - discourse community KW - ESP KW - genre KW - linguistics JA - Cambridge Applied Linguistics Series PB - Cambridge University Press CY - Cambridge N1 - + ER - TY - CHAP T1 - Occluded Genres in the Academy: The Case of the Submission Letter T2 - Academic Writing: Intercultural and Textual Issues Y1 - 1996 A1 - Swales, John M. ED - Vantola, E. ED - Mauranen, A. KW - occluded genre JA - Academic Writing: Intercultural and Textual Issues PB - John Benjamins CY - Amsterdam SP - 45–58 ER - TY - BOOK T1 - Research genres: explorations and applications T2 - The Cambridge applied linguistics series Y1 - 2004 A1 - Swales, John M. KW - Academic Authorship. KW - Academic writing. KW - dissertation defense KW - Dissertations KW - English language Rhetoric Study and teaching. KW - English language Study and teaching (Higher) Foreign speakers. KW - genre KW - Interdisciplinary approach in education. KW - occluded genre KW - research article KW - Research Methodology. KW - science JA - The Cambridge applied linguistics series PB - Cambridge University Press CY - Cambridge, UK ; New York SP - xii, 314 p. SN - 05218259460521533341 (pb.) N1 - + ER - TY - JOUR T1 - A Text and its Commentaries: Toward a Reception History of 'Genre in Three Traditions' (Hyon 1996) JF - Ibérica Y1 - 2012 A1 - Swales, John M. KW - English for Specific Purposes AB -

Reception histories are retrospectives; they look back at publications and ask
who has cited them, how often, when, where and why. This paper takes an
influential 1996 paper on genre analysis and examines how it has played out
intertextually over the 15 years or so since its publication. The main sources used
have been Google Scholar and the Web of Science. The quantitative results show
that it has been primarily, but not exclusively, cited in ESP publications. The
more qualitative aspect of this investigation reveals that its value for most later
commentators lies in its review-article potential to act as an interpretive frame
for subsequent work. The paper ends with a discussion of whether today we
should accept just “three traditions” for genre analysis and its pedagogical
applications or look further afield.

VL - 24 SP - 103–116 ER -