{"id":{"repo_id":"essex","oai_identifier":"oai:repository.essex.ac.uk:7028"},"canonical_url":"https://search.dev.ndltd.org/etd/essex/oai:repository.essex.ac.uk:7028","repository":{"repo_id":"essex","name":"University of Essex","base_url":"https://repository.essex.ac.uk/cgi/oai2"},"display":{"title":"What works in academic email: A genre analysis with teacher and student perspectives","abstract":"Writing email requests to teachers is a necessary part of academic life for most students at Western universities, however it is a difficult undertaking as such email is an occluded genre (Swales, 1990). Students are therefore often unfamiliar with the expectations of academic email, particularly new entrants to university and NNSs. This study undertakes a genre analysis of a corpus of student request email sent to teachers in one department at the University of Essex to determine the moves of the genre and create a pedagogically useful move structure. Fourteen moves were identified that represented the entire corpus; frequency data was then used to modify this into a nine move structure. Further data on appropriate move use was derived by scoring each corpus sample according to how well it fit with institutional norms and integrating the move use of these high-scoring samples into the move structure. Interviews were conducted with teachers and students to get a fuller understanding of move use perception in academic request email and to ensure the move structure served the needs of both parties.","abstract_html":"Writing email requests to teachers is a necessary part of academic life for most students at Western universities, however it is a difficult undertaking as such email is an occluded genre (Swales, 1990). Students are therefore often unfamiliar with the expectations of academic email, particularly new entrants to university and NNSs. This study undertakes a genre analysis of a corpus of student request email sent to teachers in one department at the University of Essex to determine the moves of the genre and create a pedagogically useful move structure. Fourteen moves were identified that represented the entire corpus; frequency data was then used to modify this into a nine move structure. Further data on appropriate move use was derived by scoring each corpus sample according to how well it fit with institutional norms and integrating the move use of these high-scoring samples into the move structure. Interviews were conducted with teachers and students to get a fuller understanding of move use perception in academic request email and to ensure the move structure served the needs of both parties.","abstract_has_math":false,"creators":["Robbins, Joy"],"institution":"University of Essex","degree_name":null,"degree_level":"masters","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-09","date_published":"2011-09","updated_at":"2026-07-24T02:18:03Z","subjects":["LB2300 Higher Education"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Robbins, Joy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-09-15"]},{"key":"dc:date.issued","label":"Date","values":["2011-09"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Department of Language and Linguistics"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Essex"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://repository.essex.ac.uk/7028/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["masters"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["LB2300 Higher Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repository.essex.ac.uk/7028/1/What%20works%20in%20academic%20request%20email.%20MA%20dissertation.%20Joy%20Baugh.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Writing email requests to teachers is a necessary part of academic life for most students at Western universities, however it is a difficult undertaking as such email is an occluded genre (Swales, 1990). Students are therefore often unfamiliar with the expectations of academic email, particularly new entrants to university and NNSs. This study undertakes a genre analysis of a corpus of student request email sent to teachers in one department at the University of Essex to determine the moves of the genre and create a pedagogically useful move structure. Fourteen moves were identified that represented the entire corpus; frequency data was then used to modify this into a nine move structure. Further data on appropriate move use was derived by scoring each corpus sample according to how well it fit with institutional norms and integrating the move use of these high-scoring samples into the move structure. Interviews were conducted with teachers and students to get a fuller understanding of move use perception in academic request email and to ensure the move structure served the needs of both parties."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["What works in academic email: A genre analysis with teacher and student perspectives"]}]}],"canonical_facts":{"dc:creator":["Robbins, Joy"],"dc:date":["2011-09-15"],"dc:date.issued":["2011-09"],"dc:description.abstract":["Writing email requests to teachers is a necessary part of academic life for most students at Western universities, however it is a difficult undertaking as such email is an occluded genre (Swales, 1990). Students are therefore often unfamiliar with the expectations of academic email, particularly new entrants to university and NNSs. This study undertakes a genre analysis of a corpus of student request email sent to teachers in one department at the University of Essex to determine the moves of the genre and create a pedagogically useful move structure. Fourteen moves were identified that represented the entire corpus; frequency data was then used to modify this into a nine move structure. Further data on appropriate move use was derived by scoring each corpus sample according to how well it fit with institutional norms and integrating the move use of these high-scoring samples into the move structure. Interviews were conducted with teachers and students to get a fuller understanding of move use perception in academic request email and to ensure the move structure served the needs of both parties."],"dc:format":["text"],"dc:identifier.uri":["https://repository.essex.ac.uk/7028/1/What%20works%20in%20academic%20request%20email.%20MA%20dissertation.%20Joy%20Baugh.pdf"],"dc:language":["en"],"dc:publisher.department":["Department of Language and Linguistics"],"dc:publisher.institution":["University of Essex"],"dc:relation.isreferencedby":["https://repository.essex.ac.uk/7028/"],"dc:subject":["LB2300 Higher Education"],"dc:title":["What works in academic email: A genre analysis with teacher and student perspectives"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["masters"]},"updated_at":"2026-07-24T02:18:03Z"}