This version of the book matches 9780472033324 except it is not packaged with a DVD. All references to the DVD in the text have been replaced with "videos." Video access sold separately on Vitalsource, here: https://www.vitalsource.com/products/videos-to-accompany-academic-interactions-christine-b-feak-susan-m-v9780472003631?term=9780472003631. The ability to understand and be understood when communicating with professors and with native speakers is crucial to academic success. Academic Interactions focuses on actual academic speaking events, particularly classroom interactions and office hours, and gives students practice improving the ways that they communicate in a college/university setting. Academic Interactions addresses skills like using names and names of locations correctly on campus, giving directions, understanding instructors and their expectations, interacting during office hours, participating in class and in seminars, and delivering formal and informal presentations. In addition, advice is provided for communicating via email with professors and working in groups with native speakers (including negotiating tasks in groups). The text uses transcripts from MICASE (the Michigan Corpus of Academic Spoken English) to ensure that students learn the vocabulary and communication strategies that will be most effective in their academic pursuits. Units also feature language use issues like ellipsis, hedging, and apologies.

Why do engineers "report" while philosophers "argue" and biologists "describe"? In the Michigan Classics Edition of Disciplinary Discourses: Social Interactions in AcademicWriting, Ken Hyland examines the relationships between the cultures of academic communities and their unique discourses. Drawing on discourse analysis, corpus linguistics, and the voices of professional insiders, Ken Hyland explores how academics use language to organize their professional lives, carry out intellectual tasks, and reach agreement on what will count as knowledge. In addition, Disciplinary Discourses presents a useful framework for understanding the interactions between writers and their readers in published academic writing. From this framework, Hyland provides practical teaching suggestions and points out opportunities for further research within the subject area. As issues of linguistic and rhetorical expression of disciplinary conventions are becoming more central to teachers, students, and researchers, the careful analysis and straightforward style of Disciplinary Discourses make it a remarkable asset. The Michigan Classics Edition features a new preface by the author and a new foreword by John M. Swales.

Interactions between firms and universities are key building blocks of innovation systems. This book focuses on those interactions in developing countries, presenting studies based on fresh empirical material prepared by research teams in 12 countries

Based on a 1.7-million-word corpus of 160 research articles from both soft and hard knowledge fields, this book sets out to explore how a particular type of noun – namely, the metadiscursive noun – is rhetorically used to mediate writer-reader interaction in disciplinary writing. Analysts of academic discourse have come to regard hedges, reporting verbs, directives and so on as forming part of a wide repertoire of interactive features available to authors, suggesting a variety of terms, including evaluation, stance, appraisal, and metadiscourse. One aspect which has been less fully explored, however, is the rhetorical role nouns play in achieving writers’ persuasive goals. This book fills the gap by proposing a particular type of nouns as metadiscursive nouns (as in “this supports our hypotheses that youth are more likely to co-offend when neighbourhoods are less disadvantaged”). The author aims to find out how writers employ metadiscursive nouns to engage and interact with readers in academic prose, raising theoretical and pedagogical implications and how they can be applied in the teaching of academic writing. This book will be of particular interest to students and scholars working in the areas of English for academic purposes, corpus studies, academic writing, and linguistics in general.

University-industry interaction combines several layers of actors, states and effects. People make choices, based on their individual characteristics, at different stages of a scientific career, in a highly internationalised profession. Tensions arise when university administrators and managers need to strike a balance among different promotion instruments, or when the university or public research organisation tries to solve the trade-offs between long- and short-term relationships, or among new management practices. Impacts are related to scientific agendas, the economic returns for firms or the societal benefits. This book adopts a people-tension-impact approach to identify key insights, by combining qualitative and quantitative research, established and novel methodologies, and different geographic settings. The chapters in this volume provide new perspectives on university-industry interactions related to gender biases, entrepreneurial involvement of PhD students and the role of international mobility. They also focus on how the positive impacts of university-industry interactions coexist with unresolved tensions linked to policy combinations, long-term contractual relationships, management practices and organisational strategies. Chapters 4 and 6 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

This book provides interesting and critical insights into a common university practice, the academic office hour. Office hours are a discursive site for a variety of different issues, ranging from administrative matters to course-related and study-related concerns. The study offers both an ethnographic account of this speech event within the socio-cultural context of a German university as well as a more detailed analysis of the interactional organization of academic consultations. It draws on natural recordings of entire office hour interactions in order to show how participants actions at different stages of the talk organize and accomplish the consultation. The analytical focus is set on the sequential activities teachers and students engage in as they conduct a consultation. This includes, for instance, how participants open an office hour talk, how they establish an agenda, how they manage advice-giving, and how they close the consultation. As such, this book will be of practical use to students and faculty members as well as scholars from different disciplines who work in the areas of institutional talk and talk-in-interaction."

Despite considerable research that has provided a better understanding of the challenges of doctoral education, it remains the case that only 57% of all doctoral students will complete their programs.This groundbreaking volume sheds new light on determinants for doctoral student success and persistence by examining the socialization and developmental experiences of students through multiple lenses of individual, disciplinary, and institutional contexts. This book comprehensively critiques existing models and views of doctoral student socialization, and offers a new model that incorporates concepts of identity development, adult learning, and epistemological development. The contributors bring the issues vividly to life by creating five student case studies that, throughout the book, progressively illustrate key stages and typical events of the socialization process. These fictional narratives crystallize how particular policies and practices can assist or impede the formation of future scholars.The book concludes by developing practical recommendations for doctoral students themselves, but most particularly for faculty, departments, universities, and external agencies concerned with facilitating doctoral student success.