A mathematical model for academic genre awareness

Abstract

Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of L2 academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with writers’ awareness of academic genre features. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS® and NVivo® provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts show greater awareness of academic genre features, being able to (un)consciously employ academic language in their written expression. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion.