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Wie viel Spielraum haben die Autor/in/en von wissenschaftlichen Texten?

100%
Olszewska D.
tekst i dyskurs - text und diskurs
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2012
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issue 5
291-309
EN
This article begins with the assumption that despite restrictive conventions authors of academic texts (the humanities being the main focus here) possess a great deal of freedom in creating their texts. On the one hand, such freedom relies on the choice of methods to organize a piece of academic writing, and, on the other, on the use of stylistically varied language markers to indicate such organizing principles. Awareness of the wide range of existing possibilities and substantial space for individual expression is of great psychological importance, especially for inexperienced authors of BA and MA dissertations. Therefore, it is necessary for them to acquire practical, often implicit, knowledge of patterns of written academic communication in order to minimize errors and uncertainties on the path to greater proficiency in writing, and to enable such authors to organize their own academic texts more purposefully.
DE
Der folgende Beitrag geht von der Annahme aus, dass die Autor/inn/en von wissenschaftlichen Texten – trotz einschränkender Konventionen – bei der Gestaltung ihrer Texte viel Spielraum haben. Gemeint sind in erster Linie geisteswissenschaftliche Texte. Diese Bewegungsfreiheit betrifft sowohl die Wahl von textorganisatorischen Handlungen als auch die Verwendung ihrer vielfältigen sprachlichen Indikatoren. Das Bewusstsein des Möglichen und Individuellen ist besonders für angehende Autoren von großer psychologischer Bedeutung. Daher sollte man sie (die Autor/inn/en von Bachelor- und Masterarbeiten) mit diesem prozeduralen, impliziten Textmusterwissen vertraut machen, damit ihr Weg zu mehr Gewandtheit im wissenschaftlichen Schreiben nicht über viele Fehler und Unsicherheiten, sondern über einen bewussten Umgang mit dem eigenen Text führt.
2
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Nominalisierung in Abstracts deutscher und polnischer sprachwissenschaftlicher Artikel

70%
Gołębiowski A.
Beiträge zur allgemeinen und vergleichenden Sprachwissenschaft
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2020
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issue 9
91-114
EN
The aim of this study is to analyze and compare the use of nominalized verbs and adjectives in abstracts of research articles in linguistics written by German- and Polish-speaking scientists. The paper begins by describing academic texts as a subject of (comparative) linguistic investigation. The next section focuses on structure and pragmatic features of abstracts as components of research articles. Subsequently the role of nominalization as one of the strategies of syntactic compression (also called syntactic condensation) and as an element of nominal style in academic texts is discussed. The next part presents the results of qualitative analysis of the data gained from 20 German and 20 Polish abstracts of research articles in linguistics. The concluding section 6 sums up the presented study and offers some recommendations for further research.
3
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Víceslovné jednotky typické pro české akademické texty

51%
Kováříková D., Kovářík O., Lukešová L.
Časopis pro moderní filologii (Journal for Modern Philology)
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2021
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vol. 103
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issue 2
228-243
EN
This paper introduces Akalex, a new online tool created to support vocabulary research into Czech academic texts. The Akalex database includes close on 60 000 n-grams — candidates for typical academic words or multiword units — and it can be readily searched and filtered according to several criteria. The n-grams were extracted from the SYN2015 corpus of written contemporary Czech, based on their prominent frequency in academic texts and shared occurrence in many different academic disciplines, distinguishing them from general vocabulary on one hand and specialized terminology on the other. Each n-gram in the database is also furnished with additional information, such as part-of-speech, distribution by disciplines, frequency etc., making it possible to search for e.g. collocations with a specific lexeme (such as adjectives combined with the word výzkum ‘research’ or verbs with a certain preposition). The features of Akalex were put to the test in our case study covering 2-grams to 6-grams used in all 24 academic disciplines included in the SYN2015 corpus. Of nearly 900 candidates, 236 were manually chosen by two annotators as typical for academic texts. These were then further analysed and split into groups based on their semantic, functional and formal features. Among the most frequent were lexical bundles, collocations with content words and combinations of two verbs pointing to a frequent use of passives in academic texts etc.
4
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Problemy składniowe w tekstach naukowych studentów filologii germańskiej: Kilka uwag o specyfice pisarstwa naukowego w języku niemieckim jako obcym

41%
Schönherr M.
Applied Linguistics Papers
|
2018
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issue 25/1
117-126
EN
The purpose of the following paper is to reflect on the importance of academic writing in higher education and to discuss some difficulties both in the teaching process and practical implementation. For many students studying German as a second language producing academic texts in German is a daunting and „painful“ task. The complexity of the writing process often leads to many linguistic problems, especially in the area of the vocabulary, grammar and syntax. Why is academic writing so difficult for many students? One of many reasons is that the students haven’t enough practice in using what they have learned during their studies. Therefore, practising the academic writing skills should be supported at all levels within entire the higher education.
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