Jack Hardy | Emory University (original) (raw)
Books by Jack Hardy
Papers by Jack Hardy
Routledge eBooks, Dec 4, 2020
The Routledge Handbook of Corpus Approaches to Discourse Analysis highlights the diversity, bread... more The Routledge Handbook of Corpus Approaches to Discourse Analysis highlights the diversity, breadth, and depth of corpus approaches to discourse analysis, compiling new and original research from notable scholars across the globe. Chapters showcase recent developments influenced by the exponential growth in linguistic computing, advances in corpus design and compilation, and the applications of sound quantitative and interpretive techniques in analyzing text and discourse patterns. Key discourse domains covered by 35 empirical chapters include: • Research contexts and methodological considerations; • Naturally occurring spoken, professional, and academic discourse; • Corpus approaches to conversational discourse, media discourse, and professional and academic writing. The Routledge Handbook of Corpus Approaches to Discourse Analysis is key reading for both experienced and novice researchers working at the intersection of corpus linguistics and discourse analysis, as well as anyone interested in related fields and adjacent research approaches.
Bloomsbury Academic eBooks, 2019
ELT journal, Mar 13, 2012
1. Joseph J. Lee is currently a Lecturer in the Department of Linguistics at Ohio University. He ... more 1. Joseph J. Lee is currently a Lecturer in the Department of Linguistics at Ohio University. He received his PhD in Applied Linguistics from Georgia State University. His research and teaching interests include genre analysis, ESP/EAP, classroom discourse, advanced writing, and teacher education. Email: leej3@ ohio. edu
Routledge eBooks, Dec 17, 2013
Multi-Dimensional Analysis
In attempts to find appropriate and authentic materials for students who are developing their aca... more In attempts to find appropriate and authentic materials for students who are developing their academic writing skills, instructors often turn to works written by professional academics. However, genres such as published research articles and textbooks in specific disciplines may not be the most suitable models for what first year composition writers are expected to produce. This article suggests using a corpus of successful student writing across disciplines as a more appropriate and more realistic model for lower-level writing students. It describes a first year reading and writing course (taught at an American liberal arts college by the first author of this article) that incorporates the Michigan Corpus of Upper-level Student Papers (MICUSP) in helping students become ethnographers of disciplines and genres. As lower-level university students explore disciplines and narrow down their desired fields of study, MICUSP is used as a source of data from which students can (1) conduct l...
In English Language Teaching (ELT), conferences have developed into valuable venues for both rese... more In English Language Teaching (ELT), conferences have developed into valuable venues for both researchers and practitioners to learn and share their knowledge bases. Attending and presenting at academic conferences has become an important form of scholarship and professional development for researchers, in-service teachers, and pre-service teachers. In the field of ELT, the TESOL International Convention and Language Expo is a highly prestigious event but, for those wanting to present, highly competitive. The conference abstract is the basis of being granted permission to present at such conferences and, as such, is a critical gate-keeping genre. The goal of the present empirical study is to examine rhetorical features of successful conference abstracts (N=16) with the hope that the results will help teachers write their own conference proposals. Using genre analysis (Swales, 1990), the rhetorical structures of conference abstracts for TESOL 2014 were collected and annotated for rhet...
Across the Disciplines, 2015
Journal of English Linguistics, 2015
Journal of English for Academic Purposes, 2016
This dissertation uncovers and examines linguistic and functional patterns of student writing in ... more This dissertation uncovers and examines linguistic and functional patterns of student writing in the first two years of college. A corpus of student papers from six disciplines (philosophy, English, psychology, biology, chemistry, and physics) was collected, and multi-dimensional (MD) analysis (Biber, 1988) was used to examine the ways that discipline and paper type influence writing. Further explorations of the data compare lower-level student writing to upper-level student writing, professional academic biology writing, and the discipline-specific approximations of an English for Specific Purposes (ESP) course. Findings show that specificity of both linguistic and functional properties exist even at such low levels of disciplinary acculturation. These studies are followed by a summary and contextualization of their findings. Finally, future inquiry using collected data and future investigations into student literacy practices are proposed
Corpora and Discourse Studies
Routledge eBooks, Dec 4, 2020
The Routledge Handbook of Corpus Approaches to Discourse Analysis highlights the diversity, bread... more The Routledge Handbook of Corpus Approaches to Discourse Analysis highlights the diversity, breadth, and depth of corpus approaches to discourse analysis, compiling new and original research from notable scholars across the globe. Chapters showcase recent developments influenced by the exponential growth in linguistic computing, advances in corpus design and compilation, and the applications of sound quantitative and interpretive techniques in analyzing text and discourse patterns. Key discourse domains covered by 35 empirical chapters include: • Research contexts and methodological considerations; • Naturally occurring spoken, professional, and academic discourse; • Corpus approaches to conversational discourse, media discourse, and professional and academic writing. The Routledge Handbook of Corpus Approaches to Discourse Analysis is key reading for both experienced and novice researchers working at the intersection of corpus linguistics and discourse analysis, as well as anyone interested in related fields and adjacent research approaches.
Bloomsbury Academic eBooks, 2019
ELT journal, Mar 13, 2012
1. Joseph J. Lee is currently a Lecturer in the Department of Linguistics at Ohio University. He ... more 1. Joseph J. Lee is currently a Lecturer in the Department of Linguistics at Ohio University. He received his PhD in Applied Linguistics from Georgia State University. His research and teaching interests include genre analysis, ESP/EAP, classroom discourse, advanced writing, and teacher education. Email: leej3@ ohio. edu
Routledge eBooks, Dec 17, 2013
Multi-Dimensional Analysis
In attempts to find appropriate and authentic materials for students who are developing their aca... more In attempts to find appropriate and authentic materials for students who are developing their academic writing skills, instructors often turn to works written by professional academics. However, genres such as published research articles and textbooks in specific disciplines may not be the most suitable models for what first year composition writers are expected to produce. This article suggests using a corpus of successful student writing across disciplines as a more appropriate and more realistic model for lower-level writing students. It describes a first year reading and writing course (taught at an American liberal arts college by the first author of this article) that incorporates the Michigan Corpus of Upper-level Student Papers (MICUSP) in helping students become ethnographers of disciplines and genres. As lower-level university students explore disciplines and narrow down their desired fields of study, MICUSP is used as a source of data from which students can (1) conduct l...
In English Language Teaching (ELT), conferences have developed into valuable venues for both rese... more In English Language Teaching (ELT), conferences have developed into valuable venues for both researchers and practitioners to learn and share their knowledge bases. Attending and presenting at academic conferences has become an important form of scholarship and professional development for researchers, in-service teachers, and pre-service teachers. In the field of ELT, the TESOL International Convention and Language Expo is a highly prestigious event but, for those wanting to present, highly competitive. The conference abstract is the basis of being granted permission to present at such conferences and, as such, is a critical gate-keeping genre. The goal of the present empirical study is to examine rhetorical features of successful conference abstracts (N=16) with the hope that the results will help teachers write their own conference proposals. Using genre analysis (Swales, 1990), the rhetorical structures of conference abstracts for TESOL 2014 were collected and annotated for rhet...
Across the Disciplines, 2015
Journal of English Linguistics, 2015
Journal of English for Academic Purposes, 2016
This dissertation uncovers and examines linguistic and functional patterns of student writing in ... more This dissertation uncovers and examines linguistic and functional patterns of student writing in the first two years of college. A corpus of student papers from six disciplines (philosophy, English, psychology, biology, chemistry, and physics) was collected, and multi-dimensional (MD) analysis (Biber, 1988) was used to examine the ways that discipline and paper type influence writing. Further explorations of the data compare lower-level student writing to upper-level student writing, professional academic biology writing, and the discipline-specific approximations of an English for Specific Purposes (ESP) course. Findings show that specificity of both linguistic and functional properties exist even at such low levels of disciplinary acculturation. These studies are followed by a summary and contextualization of their findings. Finally, future inquiry using collected data and future investigations into student literacy practices are proposed
Corpora and Discourse Studies
Studies in Corpus Linguistics, 2014
Corpus Linguistics Conference 2013
In the past, large-scale, corpus-based analyses of disciplinary and generic variation have focuse... more In the past, large-scale, corpus-based analyses of disciplinary and generic variation have focused on the writing of experts (e.g., Biber, Conrad, Reppen, Byrd, & Helt, 2002; Hyland, 2008) who are members much more central to their respective academic discourse communities (Swales, 1990). However, as writing instruction increasingly spreads from English departments to writing intensive coursework housed in other disciplines, there is a need to better understand student writing as it exists in those content areas. Such an understanding can help instructors address the needs of novices who are at the peripheries of their academic discourse communities. To that end, this study’s purpose was to uncover a set of factors of co-occurring, lexico-grammatical features to help characterize successful student writing from 16 disciplines. Along with general disciplinary variation, we also wanted to compare how different genres (e.g., reports, research papers, argumentative essays) are realized in and across the disciplines. To do this, MICUSP ("Michigan Corpus of Upper-level Student Papers," 2009) was used. MICUSP is a corpus of A-graded, upper-level student papers across 16 disciplines. To find categories based on lexical and grammatical features, the corpus was first electronically tagged using the Biber tagger (Biber, 1988, 2006). Then, we used multi-dimensional analysis, a statistical procedure pioneered by Biber (1988), to identify dimensions of frequently co-occurring features that best accounted for variation. Along with a description of the methodology, this paper will define the features that constitute the factors, which have been labeled based on their communicative functions. Commonalities and differences at the disciplinary and generic levels will be discussed as well as implications for future research, such as a cross-sectional analysis of disciplinary and generic development of different levels of academic writers. To conclude, implications for discipline-specific and genre-based pedagogies will be addressed.
References
Biber, D. (1988). Variation across speech and writing. Cambridge, UK: Cambridge University Press.
Biber, D., & Conrad, S. (2009). Register, genre, and style. New York, NY: Cambridge University Press.
Biber, D., Conrad, S., Reppen, R., Byrd, P., & Helt, M. (2002). Speaking and writing in the university: A multi-dimensional comparison. TESOL Quarterly, 36(1), 9-48.
Hyland, K. (2008). Genre and academic writing in the disciplines. Language Teaching, 41(4), 543-562.
Michigan Corpus of Upper-level Student Papers. (2009). Ann Arbor, MI: The Regents of the University of Michigan.
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
It is a common understanding that Mandarin tones are difficult for speakers of non-tonal language... more It is a common understanding that Mandarin tones are difficult for speakers of non-tonal languages to learn. This presentation offers a comprehensive, yet instructor-friendly overview of research that has been conducted on the areas of perceptual cues for Mandarin tones, differences between native and non-native speakers’ tonal perceptions, and tone training. The purpose is to shed some light on how teachers of Chinese can be informed about teaching these tones.
With an increasing emphasis being placed on critical thinking in higher education, this study use... more With an increasing emphasis being placed on critical thinking in higher education, this study uses multidimensional analysis (Biber, 1988) to explore how this emphasis is reflected in students’ writing in courses specifically designated to foster critical thinking. Writing from such courses in the social sciences is described and also compared to texts from MICUSP, a corpus of A-graded, upper-level student papers from 16 different disciplines.
The study of intuition and vocabulary are important to the study of second language pedagogy. Ins... more The study of intuition and vocabulary are important to the study of second language pedagogy. Instructors and materials developers must choose vocabulary items they believe their students should learn. Ideally, learners would be presented with the most frequent words, giving them a firm lexical foundation. Most often, however, such decisions are not based on empirical evidence, but rather on one’s intuition. Studies on English have shown that such intuition of words’ frequencies can differ from corpus-based frequency data (Alderson, 2007; Schmitt & Dunham, 1999).
This study investigated such lexical intuitions of Spanish language instructors at a university in the southeastern United States. A task was adapted from Alderson (2007) to elicit intuitions of the relative frequencies of 60 verbs in Spanish. Verbs were randomly chosen from a frequency dictionary (Davies, 2006), which was created using a large reference corpus. In an online survey, participants were asked to label each verb as having a very high, high, intermediate-high, or intermediate-low frequency. These categories were operationalized and given to the participants in terms of the overall most frequent words in Spanish across various dialects and registers. The responses were then compared to the frequency bands determined from the dictionary. The results of two groups are discussed in this paper: self-identified “native speaker” and self-identified “non-native speaker” Spanish instructors. Also, individual lexical items that were perceived as being more or less frequent are highlighted in the discussion.
This paper adds to the knowledge base of corpus-based, vocabulary research in a language other than English: Spanish.Pedagogical implications of this research can be found in materials development and heightened awareness of possible disparities between one’s intuition and empirically determined frequency.
Alderson, J. C. (2007). Judging the frequency of English words. Applied Linguistics, 28(3), 383-409.
Davies, M. (2006). A frequency dictionary of Spanish: Core vocabulary for learners. New York: Routledge.
Schmitt, N., & Dunham, B. (1999). Exploring native and non-native intuitions of word frequency. Second Language Research, 15(4), 389-411.