Personal choices in text construction
The notion of genre might be associated with “a disreputable formulaic way of constructing (…) particular texts” (Swales, 1990, p.33). This conception characterizes the design of research articles as a mechanical process of application of a prescribed set of rules. However, analysis of a number of samples in varied study fields appears to support the concept that text-construction is a matter of choice. For the present study, Lindón Villoria’s (1998) research paper will be analyzed as an attempt to enlighten the idea that the communicative purpose of a given text will ultimately determine its structure.
Considering Lindón Villoria’s (1998) objective – namely “ reflexion[ar sobre el] carácter metodológico respecto a la investigación social” (para. 1) – the present study may be characterized as an analytical paper since it approaches different aspects of the topic to answer a research inquiry (Rubin, R., Rubin, A., Haridakis, & Piele, 2009). Specifically, the plan of action chosen to carry out research in the present study can be considered to be non-experimental. In this sense, Lindón Villoria (1998) seems to identify a phenomenon by means of observation and then to isolate it for study. The variables utilized do not appear to be manipulated. Instead, they are examined as they exist. According to McMillan (2007), this design can assume the character of descriptive since it specifies current features of the phenomenon.
Lindón Villoria (1998) presents an abstract, without being named as such, which maybe included within the category of general-specific (G-S) texts. Developing from a general descriptive statement, the abstract proceeds to mention a number of specific details – the structure of the paper. The text under analysis, structured on the basis of six sentences, meets Swales and Feak’s (1994) consideration that abstracts “consist of a single paragraph containing from about four to ten full sentences” (p. 210). Another type of text (cause-effect) can be detected in paragraph seven. In this case, the effect (reaching decisions) emerges as more important than the cause. This is supported by the fact that the effect is renamed with renewed strength at the end of the paragraph.
So far as paper structure is concerned, the introduction, literature review, methods, or results sections cannot be spotted as clear-cut sections of the paper. The conclusion section, even though present, is introduced by a signaling phrase - ¿Qué podemos concluir…?- which can be characterized as straightforward rendering the text unrefined. Conversely, the conclusion seems to comply with the requirements of the genre by constituting a persuasive paragraph where Lindón Villoria (1998) tries to convince the reader that her [his] view on [the] issue is the better view” (Pryle, 2007, p.34). Likewise, the use of the modals will and should in the conclusion section appear to signal both possibility and advice.
From the aforementioned analysis, it is possible to state that canonical conventions may not always be followed by writers. It is possible to claim that it is the overt or implicit purpose of the study that will eventually determine the proceedings of the genre. This purpose, together with considerations as to the audience’s expectations will be decisive in leading an author to select the paper structure that best suits his/her intentions.
References
Lindón Villoria, A. (1998). De la investigación en ciencias sociales, de la “tesis” y la metodología de la investigación. . El Colegio Mexiquense, A.C. , 15, 1-. Retrieved May 14 2011 from
McMillan, J. (2007). Educational Research: Fundamentals for the consumer. (5th ed.). Allyn & Bacon, Inc.: MA.
Pryle, M. (2007). Teaching students to write effective essays: Meaningful step-by-step lessons that get students ready for writing assessments. Boston, USA: Scholastic.
Rubin, R., Rubin, A., Haridakis, P., & Piele, L. (2009). Communication research: Strategies and sources (7th ed.). Boston, USA: Cengage Learning.
Swales, J. (1990). Genre analysis: English in academic and research settings. London, UK: Cambridge Applied Linguistics.
Swales, J. M., & Feak, C. B. (1994). Academic writing for graduate students: Essential tasks and skills. Ann Harbor, MI: The University of Michigan Press.
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