This scholarly inquiry scrutinizes the distinguishing attributes of academic prose in contrast to other literary genres. It meticulously probes the defining traits that delineate academic discourse, emphasizing its structuredformality, impartial demeanor, and reliance on evidence-driven argumentation. By dissecting the established conventions and anticipations inherent in academic prose, this study elucidates its pivotal role in scholarly communication and intellectual discourse. Through meticulous analysis of illustrative instances and deliberation on salient disparities, readers are afforded a nuanced comprehension of the singular qualities demarcating academic prose from alternative modes of expression. This investigation augments our comprehension of the pivotal role and significance of genre within scholarly pursuits
This scholarly inquiry scrutinizes the distinguishing attributes of academic prose in contrast to other literary genres. It meticulously probes the defining traits that delineate academic discourse, emphasizing its structuredformality, impartial demeanor, and reliance on evidence-driven argumentation. By dissecting the established conventions and anticipations inherent in academic prose, this study elucidates its pivotal role in scholarly communication and intellectual discourse. Through meticulous analysis of illustrative instances and deliberation on salient disparities, readers are afforded a nuanced comprehension of the singular qualities demarcating academic prose from alternative modes of expression. This investigation augments our comprehension of the pivotal role and significance of genre within scholarly pursuits
| № | Имя автора | Должность | Наименование организации |
|---|---|---|---|
| 1 | Abdurashidova D.. | teacher | University of Tashkent for Applied Sciences, |
| 2 | Bobojonova S.. | PhD | University of Tashkent for Applied Sciences, |
| № | Название ссылки |
|---|---|
| 1 | [1]Academic writing: Features of academic writing. (n.d.). UEFAP Retrieved from: http://www.uefap.com [2]Bourdieu, P., Passeron, J-C., and Saint Martin, M. (1994). Academic discourse: Linguistic misunderstanding and professorial power. Polity[3]Calve, P. (1992). Corriger ou ne pas corriger. Canadian Modern Language Review, 48, 458–471.[4]Charles, M. & Pecorari, D. (2016). Introducing English for Academic Purposes. NY. Routledge.[5]Charles, B. (2012). Academic Writing, Genre, and Indexicality: Evidence, Intertext, and Theory. Research Gate[6]David, R. E. (2007). Important Features of Academic Research Papers in English. J Nurs Studies N C N J 6(1). pp.61-68.[7]Dominador, L. P. (2017). Feature Style for Academic and Scholarly Writing. Academic Journal of Interdisciplinary Studies, 6(2), 35-41. Doi: 10.1515/ajis-2017-0004[8]Genres of Academic Writing: Overview of Genres of Academic Writing. (n.d.). Professionalwritingbay Retrieved from: https://professionalwritingbay.com/ [9]Hasa. (2019). Differences between academic writing and non-academic writing, Compare the Differences between similar terms. DifferencesBetween.com[10]Retrieved from: https://www.differencebetween.com/ [11]James, Th. (2022). Discovering Academic English, (1st ed.).[12]Moore, P, J. (2018). Task-based language teaching (TBLT). The TESOL encyclopedia of English language teaching.[13]Muñoz, C. (2019). A new look at "age": Young and old L2 learners. In Schwieter, J. W., & Benati, A. (Eds.). The Cambridge handbook of language learning[14]Sheldon, S. (2019). Academic Writing Genres: Essays, Reports and Other Genres. Evident Press[15](pp. 430-450). Cambridge University Press.[16]Valeo, A. (2013). Language awareness in a content-based language programme. Language Awareness, 22(2), 126–45 |