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Mappare le competenze argomentative: un'analisi multi fase delle tesi di Laurea Magistrale di Unimore
No full textQuesto studio mappa la competenza argomentativa degli studenti di laurea magistrale iscritti al programma LACOM (Lingue per la Comunicazione nell’Impresa e nelle Organizzazioni Internazionali) dell’Università di Modena e Reggio Emilia (Unimore), analizzando le sezioni di Revisione della Letteratura (Literature Review, LR) delle tesi scritte in inglese e archiviate nel repository MoReThesis. La ricerca persegue un duplice obiettivo: in primo luogo, indagare come la competenza argomentativa si realizzi in questo contesto EMI (English-Medium Instruction); in secondo luogo, sviluppare un nuovo quadro analitico e pedagogico per la scrittura della tesi, che integri l’English for Academic Purposes (EAP) e la pragma-dialettica. La competenza argomentativa è qui intesa e presentata come operante su tre livelli correlati: il livello macro (struttura del genere), il livello meso (organizzazione dell’argomentazione) e il livello micro (realizzazione linguistica). Sulla base di questa concettualizzazione, è stato progettato un quadro teorico a tre livelli a supporto sia dell’analisi empirica che dell’intervento pedagogico. Tuttavia, l’indagine empirica si è concentrata sui primi due livelli. È stata prima condotta un’analisi basata sulle “mosse” di genere (rhetorical moves) per esaminare come gli studenti strutturino la LR al fine di sostenere l’argomentazione accademica generale; secondariamente, un’analisi pragma-dialettica delle tendenze argomentative ha esplorato come gli studenti costruiscono e organizzano i passaggi argomentativi relativi all’individuazione del gap di ricerca e alla giustificazione dello studio. L’analisi ha rivelato che, sebbene gli studenti dimostrino una solida competenza linguistica, emergono difficoltà generali nel mantenere coesione retorica e focalizzazione argomentativa nelle loro LR. Le analisi hanno evidenziato tendenze ricorrenti alla descrittività, una forte dipendenza argomentativa da fonti esterne e una frammentazione dell’argomentazione. Questi fenomeni sono stati concettualizzati rispettivamente come “forza centrifuga argomentativa” e “dispersione argomentativa,” due pattern che rivelano una mancanza di consapevolezza degli studenti rispetto agli scopi retorici della LR—dimostrare una conoscenza approfondita e utilizzare voci esterne per posizionare e giustificare la propria ricerca—e al ruolo strategico che la costruzione dell’argomentazione riveste in una discussione critica. I risultati evidenziano la necessità di una pedagogia della scrittura di tesi magistrali che affronti esplicitamente la competenza argomentativa su più livelli, offrendo così una base teorica nuova, empiricamente fondata e pedagogicamente utile per ripensare l’insegnamento dell’argomentazione accademica nei contesti EMI, in particolare a Unimore, dove il supporto strutturato e istituzionale alla scrittura della tesi è ancora limitato.This study maps the argumentative competence of MA students enrolled in the LACOM program (Languages for Communication in International Enterprises and Organizations) at the University of Modena and Reggio Emilia (Unimore) by analyzing the Literature Review (LR) sections of English-written theses archived in the MoReThesis repository. The research pursues a dual aim: first, to investigate how argumentative competence is realized in this EMI context; and second, to develop a new analytical and pedagogical framework for thesis writing that integrates English for Academic Purposes (EAP) and pragma-dialectics. Argumentative competence is conceptualized as operating across three interrelated levels: the macro level (genre structure), the meso level (argument organization), and the micro level (linguistic realization). Based on this conceptualization, a three-level framework was designed to support both empirical analysis and pedagogical intervention. However, the empirical investigation focused on the first two levels. A genre-based move analysis was conducted to examine how students structure the Literature Review to support the overarching academic argument, and an argumentative trend analysis was carried out to explore how students construct and organize argumentative steps related to research gap establishment and study justification. The analysis revealed that, while students demonstrate strong linguistic proficiency, a general struggle to maintain rhetorical cohesion and argumentative focus in their Literature Reviews was found. The analyses identified recurrent tendencies toward descriptiveness and heavy argumentative reliance on external sources, and a fragmentation of argumentation. These have been conceptualized respectively as argumentative centrifugal force and argumentative dispersion, two patterns that reveal students’ lack of awareness in the rhetorical goals of LR—demonstrating deep knowledge and utilizing external voices to position and justify one’s research—and the strategic role argument construction plays in a critical discussion. These results highlight the need for a pedagogy of MA thesis writing that explicitly addresses argumentative competence at multiple levels, thus offering a theoretically new, empirically-based and practical foundation for rethinking how academic argumentation is taught in EMI contexts, and particularly at Unimore, where structured and institutional thesis writing support remains limited
Academic socialisation and the thesis genre: Reflections on a pilot study
No full textWith increasing recognition of the challenges posed by academic discourse for both native and non-native English speakers, this chapter explores the integration of academic socialisation into university curricula, focusing on a pilot study of thesis writing at the University of Modena and Reggio Emilia. The course merges English for General Academic Purposes (EGAP) and English for Specific Academic Purposes (ESAP) within an English as a Medium of Instruction (EMI) context. The methodological framework adopts a multi-lens approach, utilising student feedback, teacher evaluations, and observational data to assess the course's impact on student preparedness in academic writing. Results indicate significant improvements in students' ability to engage with advanced writing tasks, underscoring the benefits of structured support in thesis writing. The study concludes by proposing ongoing refinements in course design, emphasising practical, data-driven activities and a flexible curriculum to optimise learning outcomes in EMI contexts
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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