ACADEMIC DISCOURSE

Submitted to Fulfil the Task of Analysis Discourse

Lecturer: Winda Khairun Nisak, S. Pd., M. Pd.

Arranged by:

Aisa Diana Amalia (2088203007)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND SOCIAL SCIENCES
NAHDLATUL ULAMA UNIVERSITY OF BLITAR
MAY 2023
 PREFACE

Praise and gratitude the authors say to the presence of Allah SWT.
who has given an abundance of His grace and gifts, so that the author can
complete the paper entitled "Academic Discourse” properly and on time.
The purpose of writing this paper is to fulfil the tasks of the Analysis
Discourse. In writing this paper, the authors had some difficulties. However,
thanks to the help of various parties, these difficulties can be overcome. The
author thanks those who have helped. The parties who have assisted in the
completion of this paper are as follows.
1. Prof. Dr. H. Moh. Mukri, M.Ag. as the chancellor of the Nahdlatul Ulama
University of Blitar;
2. Bagus Waluyo, M.Pd. as the head of the English language education study
program;
3. Winda Khairun Nisak, S. Pd., M.Pd. as a lecturer in Applied Linguistics
course.
The authors are fully aware that there are still shortcomings both in
terms of sentence structure and grammar. Therefore, with open arms the author
accepts all suggestions and criticisms from readers so that the author can improve
this paper. The authors hope that this paper can be useful for readers.

May 10th, 2023

The Authors
 TABLE OF CONTENTS

PREFACE.........................................................................................................................2
TABLE OF CONTENTS.................................................................................................3
CHAPTER I.....................................................................................................................4
INTRODUCTION............................................................................................................4
1.1 Background of Study........................................................................................4
1.2 Problems of Study............................................................................................4
1.3 Aims of Study....................................................................................................4
CHAPTER II....................................................................................................................5
DISCUSSION...................................................................................................................5
2.1 The Definition of Academic Discourse............................................................5
2.2 The important of Academic Discourse..................................................................5
2.3 How is Academic Discourse studied?....................................................................6
2.4 What do you know about Academic Discourse....................................................7
CHAPTER III..................................................................................................................9
CLOSING.........................................................................................................................9
3.1 Conclusion.........................................................................................................9
3.2 Suggestion.........................................................................................................9
REFERENCES...............................................................................................................10
 CHAPTER I

INTRODUCTION
1.1 Background of Study
Academic discourse has become common in this day and age,
especially universities. English is the language used in writing academic
discourse for example journals, articles, dissertations and much more so
we need to know the definition of academic discourse itself. The
importance of knowing academic discourse so that we are aware that in the
current era there are many solutions offered in problems in society or in
the realm of Education itself. As students, they must know the methods of
writing academic discourse and also the practices carried out to produce
writing in the national and international domains that raise issues in
society and learning interests. In this paper the author describes the
explanation above.

1.2 Problems of Study

1. What is the definition Academic Discourse?
2. Why is Academic Discourse important?
3. How is Academic Discourse studied?
4. What do we know about academic discourse?

1.3 Aims of Study

1. Find out the definition of Academic Discourse
2. Find out the important Academic Discourse
3. Find out Academic Discourse studied
4. Find out about Academic Discourse
 CHAPTER II

DISCUSSION

2.1 The Definition of Academic Discourse

Academic discourse refers to the way of thinking and using the language
that exists in the academy. Its significance, to a large extent, lies in the fact
that complex social activities such as educating students, demonstrating
learning, disseminating ideas and building knowledge, rely on language to
achieve them. Textbooks, essays, conference presentations, dissertations,
lectures and research articles are central to academic enterprise and are part of
education and knowledge creation. But academic discourse has always been
concerned with universities to pursue the business of teaching and research.
It builds the social roles and relationships that create academics and
students and advance universities, disciplines, and the creation of knowledge
itself. Individuals use language to write, frame problems and understand
problems in ways specific to specific social groups and these processes they
shape social realities, personal identities and professional institutions.
Discourse is at the heart of the academic enterprise; It is the way individuals
collaborate and compete with others, to create knowledge, to educate new
people, to express learning and define loyalty to academics. The Academy is
inseparable from its discourses and cannot exist without it.
In short ,Academic Discourse is how we communicate and share thoughts
to encourange learning, critical thingking, and understanding. Using academic
discourse facilitates postitive interactions with peers, growth of critical
thinking, and encourages retention of ideas.

2.2 The important of Academic Discourse

Many factors make Academic Discourse important in the world of
Education. Academic discourse has been studied extensively to inform the
pedagogic agenda of learning with the aim of mastering international
languages or wider domains e.g. politics, business and others.
The second reason for this growing interest in academic discourse is
the strength it has in the careers of individual academics. Publishing is the
primary means by which academics establish their claims to competence and
climb the professional ladder. The pressure to publish academic discourse in
English is so great that publishers create online journals in English so that they
can be accessed by people who have different languages.
The third major incentive is about a positivist and empirical view of
scientific knowledge. In recent years the view of academic discourse as an
objective and independent demonstration of absolute truth has been challenged
by the sociology of scientific knowledge. Basically, this perspective argues
that scientific evidence lies not in the impartial application of methodology
but in academic arguments. Observations are as wrong as the theories they
assume, so texts cannot be seen as accurate representations of 'what the world
really looks like' because these representations are always filtered through the
actions of selection and the problems behind the writing of discourse.

2.3 How is Academic Discourse studied?

Discourse analysis consists of a broad collection of methods for studying
language in action, seeing texts in relation to the social context in which they
are used. Because language is an unavoidable and interrelated part of social
life, this broad definition has been interpreted in a variety of ways throughout
the social sciences. In an academic context it tends to be a methodology that
focuses on concrete texts and on institutional social practices. In particular,
most have taken the form of focusing on specific academic genres such as
research articles, conference presentations, and student essays.
Genre analysis can be seen as a more specific form of discourse analysis
that focuses on elements of repetitive language use, including grammar and
lexis, that are relevant to the analyst's interests. One genre is the repeated use
of conventional forms through individuals to develop relationships, build
communities, and get things done using language. One of the most productive
applications of discourse analysis for academic texts is to explore the lexico-
grammatical regularity of certain genres in order to identify their structural
identity. Analyzing this kind of pattern has yielded useful information about
the way text is constructed and how we recognize patterns of coherent text
elements. Some of this research has followed the movement analysis work
pioneered by Swales' (1990) which sought to identify specific institutional
genre stages and constraints on typical movement sequences.
Moves are rhetorical measures that writers or speakers routinely use to
develop their social goals, and recent work on the academic genre has resulted
in confessional descriptions of dissertations (Hyland, 2004a), methods passage
in research articles (Bruce, 2008) and peer seminars (Aguia, 2004). Whereas
text analysis is an important part of discourse analysis, discourse analysis is
not just linguistic analysis of texts. In academic contexts, interpretive and
qualitative studies of both texts and users have begun to grow in recent years
to establish the ways that texts are deeply embedded in the cultures and
activities in which their users participate.
 2.4 What do you know about Academic Discourse
Many approaches to academic courses serve the same purpose but with
different descriptions of language use in the academy. There are four key findings
that inform our teaching and understanding of the discipline's knowledge-making
practices:

1. The academic genre is persuasive and systematically structured to secure a

read agreement
All academic texts are designed to convince readers of something like a research
article, a dissertation, an evaluation of someone else's work in a book review, or
one's understanding and intellectual autonomy in an undergraduate essay. The
writing process involves creating a text that the writer assumes the reader will
recognize and expect and the reading process involves drawing assumptions about
what the author is trying to do. Research articles, for example, are a genre that
restructures the thought and research processes it describes to build discourse for
the creation of scientific facts. Language becomes one form of technology in this
very subtle genre because it tries to present interpretations and position
participants in a certain way as a means of building knowledge. Various oral and
written academic genres have been studied in recent years. These include student
dissertations (Bunton, 2002), conference presentations (Carter-Thomas &
Rowley-Jolivet, 2001), and grant proposals (Connor & Upton, 2004). The
research shows differences in academic genres where specific goals and audiences
lead writers to use very different rhetorical choices.
2. These ways of generating agreement represent discipline-specific
rhetorical preferences
Successful academic writing depends on the individual author's control of the
epistemic conventions of a discipline, what counts as evidence and appropriate
arguments, and these differences exist in different fields. Research on language
variation across disciplines is now one of the more useful lines of research and
one of the dominant paradigms in EAP (e.g. Hyland, 2004b; Hyland & Bondi,
2006). The idea of discipline is rather vague (Mauranen, 2006; Hyland, 2009), but
captures how individuals use and respond to language as members of social
communities. Challenged by post modernism, interdisciplinary research and the
emergence of modular degrees, the notion of the discipline is often questioned
(e.g. Gergen &; Thatchenkery, 1996). In scientific disciplines we can use
community to increase creativity and self-awareness to develop to compete in
writing and gain support, express collegiality and solve difficulties in a way that
is in accordance with the assumptions, methods and knowledge of the community.
3. Language groups have different ways of expressing ideas and structuring
arguments
Analysis of academic discourse also shows cultural specificity in rhetorical
preferences (e.g. Connor, 2002). Although the term is controversial, one version
of culture considers it a historically and systematically transmitted network of
meanings that allows us to understand, develop and communicate our knowledge
and beliefs about the world. Culture is seen as closely tied to language (Kramsch,
1993), so cultural factors have great potential to influence perception, language,
learning, and communication. Although far from conclusive, discourse analytic
research suggests that L2 and L1 author schemes differ in the way they prefer to
organize ideas that can influence academic writing (e.g. Hinkel, 2002).
4. Academic persuasion involves interpersonal negotiation as much as
convincing ideas.
Academics not only produce texts that make sense representing external reality,
but use language to acknowledge, establish, and negotiate social relationships.
Discourse analysis has helped show how authors offer credible representations of
themselves and their work by claiming solidarity with readers, evaluating their
material and acknowledging alternative views. Academics can use quotes from
other authors to be the basis for referencing ideas put forward when making
papers. (Hyland, 2011)
 CHAPTER III

CLOSING
3.1 Conclusion
The Academic Discourse has given analysts insight into the ways
academics and students actively engage in knowledge construction as
members of professional groups. The importance of academic discourse
because of the development of the times that demand to have English as an
international language so that it can be accessed by many people with
different languages. There are many methods of approach to making
academic discourse international. By informing our teaching and
understanding of the discipline's knowledge-making practices. As this
research continues to evolve, we can anticipate an increasing expansion of
studies beyond text to speech and the contexts surrounding its production
and use, beyond the verbal to the visual, and beyond the tertiary to school
and professional contexts.

3.2 Suggestion
The authors are aware of the shortcomings of this paper, both from
the point of view of research and writing procedures. Therefore, the writer
advises the readers to look for more accurate sources and combine them in
order to get a better written work.

REFERENCES
Hyland, K. (2011). Academic Discourse. Continuum Companion to Discourse
Analysis, pp 171-184.