#Writing_in_the_disciplines.py
"""
Writing in the disciplines:
Research evidence for specificity
Ken Hyland
Centre for Applied English Studies
University of Hong Kong
"""

article = {
    'abstract': '''
	Academic writing, much like any other kind of writing, is only effective when writers use
	conventions that other members of their community find familiar and convincing. Essentially the
	process of writing involves creating a text that we assume the reader will recognise and expect, and
	the process of reading involves drawing on assumptions about what the writer is trying to do. It is
	this writer-reader coordination which enables the co-construction of coherence from a text. Scholars
	and students alike must therefore attempt to use conventions that other members of their discipline,
	whether journal editors and reviewers or subject specialist teachers and examiners, will recognise and
	accept. Because of this discourse analysis has become a central tool for identifying the specific
	language features of target groups. In this paper I draw on my own work, conducted over several
	years into research and student genres, to show how some familiar conventions of academic writing
	are used in different disciplines and what these differences can tell us about the work in the disciplines
	themselves.''',

    'keywords': ('academic writing', 'conventions', 'discourse analysis', 'genres'),
    'figures': {
        1: {
            'source': 'Continuum of academic knowledge (after Coffin et al., 2003)',
            'dimension': ('SCIENCES SOCIAL', 'SCIENCES HUMANITIES'),
            'opositions': (
                ('Empirical and objective', 'Explicitly interpretive'),
                ('Linear and cumulative growth of knowledge', 'Dispersed knowledge'),
                ('Experimental methods', 'Discursive argument'),
                ('Quantitative methods', 'Qualitative methods'),
                ('More concentrated readership', 'More varied readership'),
                ('Highly structured genres', 'More fluid discourses'))}},

    'tables': {
        1: {
            'name': 'Table 2 Rank order of citations by discipline per 1,000 words'
                    'columns':('‘Soft’ Disciplines', 'per 1000 words', '‘Hard’ Disciplines', 'per 1000 words')
'tables': (
    ('Sociology', 12.5, 'Biology', 15.5),
    ('Philosophy', 10.8, 'Electrical Engineering', 8.4),
    ('Applied Linguistics', 10.8, 'Mechanical Engineering', 7.3),
    ('Marketing', 10.1, 'Physics', 7.4))},

2:{
    'name': 'Table 3 Most frequent reporting verbs.'
            'columns': ("‘Soft’", "Disciplines", "‘Hard’", "Disciplines")
'table': ('Philosophy', ('say', 'suggest', 'argue', 'claim'), 'Biology', ('describe', 'find', 'report', 'show'),
          'Sociology', ('argue', 'suggest', 'describe', 'discuss'), 'Elec Eng.',
          ('show', 'propose', 'report', 'describe'),
          'Applied Ling.', ('suggest', 'argue', 'show', 'explain'), 'Mech Eng.',
          ('show', 'report', 'describe', 'discuss'),
          'Marketing', ('suggest', 'argue', 'demonstrate', 'propose'), 'Physics', ('develop', 'report', 'study'))},

5:{
    'name': 'Most frequent 4-word bundles ',
    'columns': ('Biology', 'Electrical Eng', 'Applied Ling', 'Business Studies'),
    'table': (
        ('in the presence of', 'on the other hand', 'on the other hand', 'on the other hand'),
        ('in the present study', 'as shown in figure', 'at the same time', 'in the case of'),
        ('on the other hand', 'in the case of', 'in terms of the', 'at the same time'),
        ('the end of the', 'is shown in figure', 'on the basis of', 'at the end of'),
        ('is one of the', 'it can be seen', 'in relation to the', 'on the basis of'),
        ('at the end of', 'as shown in fig', 'in the case of', 'as well as the'),
        ('it was found that'  'is shown in fig ''in the present study', 'the extent to which'),
        ('at the beginning', 'of can be seen that', 'the end of the', 'the end of the'),
        ('as well as the', 'can be used to', 'the nature of the', 'significantly different from zero'),
        ('as a result of', 'the performance of the', 'in the form of', 'are more likely to'),
        ('it is possible that', 'as a function of', 'as well as the', 'the relationship between the'),
        ('are shown in figure', 'is based on the', 'at the end of', 'the results of the'),
        ('was found to be', 'with respect to the', 'the fact that the', 'the hang seng index'),
        ('be due to the', 'is given by equation', 'in the context of', 'the other hand the'),
        ('in the case of', 'the effect of the', 'is one of the', 'in the context of'),
        ('is shown in figure', 'the magnitude of the', 'in the process of', 'as a result of'),
        ('the beginning of the', 'at the same time', 'the results of the', 'the performance of the'),
        ('the nature of the', 'in this case the', 'in terms of their', 'hong kong stock market'),
        ('the fact that the', 'it is found that', 'to the fact that', 'is positively related to'),
        ('may be due to', 'the size of the', 'in the sense that', 'are significantly different from'))}}
# This table is shortened version of As_can_be_seen.py

#Writing_in_the_disciplines.py
"""
Writing in the disciplines:
Research evidence for specificity
Ken Hyland
Centre for Applied English Studies
University of Hong Kong
"""

article = {
    'abstract': '''
	Academic writing, much like any other kind of writing, is only effective when writers use
	conventions that other members of their community find familiar and convincing. Essentially the
	process of writing involves creating a text that we assume the reader will recognise and expect, and
	the process of reading involves drawing on assumptions about what the writer is trying to do. It is
	this writer-reader coordination which enables the co-construction of coherence from a text. Scholars
	and students alike must therefore attempt to use conventions that other members of their discipline,
	whether journal editors and reviewers or subject specialist teachers and examiners, will recognise and
	accept. Because of this discourse analysis has become a central tool for identifying the specific
	language features of target groups. In this paper I draw on my own work, conducted over several
	years into research and student genres, to show how some familiar conventions of academic writing
	are used in different disciplines and what these differences can tell us about the work in the disciplines
	themselves.''',

    'keywords': ('academic writing', 'conventions', 'discourse analysis', 'genres'),
    'figures': {
        1: {
            'source': 'Continuum of academic knowledge (after Coffin et al., 2003)',
            'dimension': ('SCIENCES SOCIAL', 'SCIENCES HUMANITIES'),
            'opositions': (
                ('Empirical and objective', 'Explicitly interpretive'),
                ('Linear and cumulative growth of knowledge', 'Dispersed knowledge'),
                ('Experimental methods', 'Discursive argument'),
                ('Quantitative methods', 'Qualitative methods'),
                ('More concentrated readership', 'More varied readership'),
                ('Highly structured genres', 'More fluid discourses'))}},

    'tables': {
        1: {
            'name': 'Table 2 Rank order of citations by discipline per 1,000 words'
                    'columns':('‘Soft’ Disciplines', 'per 1000 words', '‘Hard’ Disciplines', 'per 1000 words')
'tables': (
    ('Sociology', 12.5, 'Biology', 15.5),
    ('Philosophy', 10.8, 'Electrical Engineering', 8.4),
    ('Applied Linguistics', 10.8, 'Mechanical Engineering', 7.3),
    ('Marketing', 10.1, 'Physics', 7.4))},

2:{
    'name': 'Table 3 Most frequent reporting verbs.'
            'columns': ("‘Soft’", "Disciplines", "‘Hard’", "Disciplines")
'table': ('Philosophy', ('say', 'suggest', 'argue', 'claim'), 'Biology', ('describe', 'find', 'report', 'show'),
          'Sociology', ('argue', 'suggest', 'describe', 'discuss'), 'Elec Eng.',
          ('show', 'propose', 'report', 'describe'),
          'Applied Ling.', ('suggest', 'argue', 'show', 'explain'), 'Mech Eng.',
          ('show', 'report', 'describe', 'discuss'),
          'Marketing', ('suggest', 'argue', 'demonstrate', 'propose'), 'Physics', ('develop', 'report', 'study'))},

5:{
    'name': 'Most frequent 4-word bundles ',
    'columns': ('Biology', 'Electrical Eng', 'Applied Ling', 'Business Studies'),
    'table': (
        ('in the presence of', 'on the other hand', 'on the other hand', 'on the other hand'),
        ('in the present study', 'as shown in figure', 'at the same time', 'in the case of'),
        ('on the other hand', 'in the case of', 'in terms of the', 'at the same time'),
        ('the end of the', 'is shown in figure', 'on the basis of', 'at the end of'),
        ('is one of the', 'it can be seen', 'in relation to the', 'on the basis of'),
        ('at the end of', 'as shown in fig', 'in the case of', 'as well as the'),
        ('it was found that'  'is shown in fig ''in the present study', 'the extent to which'),
        ('at the beginning', 'of can be seen that', 'the end of the', 'the end of the'),
        ('as well as the', 'can be used to', 'the nature of the', 'significantly different from zero'),
        ('as a result of', 'the performance of the', 'in the form of', 'are more likely to'),
        ('it is possible that', 'as a function of', 'as well as the', 'the relationship between the'),
        ('are shown in figure', 'is based on the', 'at the end of', 'the results of the'),
        ('was found to be', 'with respect to the', 'the fact that the', 'the hang seng index'),
        ('be due to the', 'is given by equation', 'in the context of', 'the other hand the'),
        ('in the case of', 'the effect of the', 'is one of the', 'in the context of'),
        ('is shown in figure', 'the magnitude of the', 'in the process of', 'as a result of'),
        ('the beginning of the', 'at the same time', 'the results of the', 'the performance of the'),
        ('the nature of the', 'in this case the', 'in terms of their', 'hong kong stock market'),
        ('the fact that the', 'it is found that', 'to the fact that', 'is positively related to'),
        ('may be due to', 'the size of the', 'in the sense that', 'are significantly different from'))}}
# This table is shortened version of As_can_be_seen.py

#Writing_in_the_disciplines.py Writing in the disciplines: Research evidence for specificity Ken Hyland Centre for Applied English Studies University of Hong Kong Academic writing, much like any other kind of writing, is only effective when writers use 	conventions that other members of their community find familiar and convincing. Essentially the 	process of writing involves creating a text that we assume the reader will recognise and expect, and 	the process of reading involves drawing on assumptions about what the writer is trying to do. It is 	this writer-reader coordination which enables the co-construction of coherence from a text. Scholars 	and students alike must therefore attempt to use conventions that other members of their discipline, 	whether journal editors and reviewers or subject specialist teachers and examiners, will recognise and 	accept. Because of this discourse analysis has become a central tool for identifying the specific 	language features of target groups. In this paper I draw on my own work, conducted over several 	years into research and student genres, to show how some familiar conventions of academic writing 	are used in different disciplines and what these differences can tell us about the work in the disciplines 	themselves. # This table is shortened version of As_can_be_seen.py