List of figures
Figure 1.1
Example assignment 1
Figure 1.2
Example assignment 2
Figure 2.1
Example of text tagged with the Biber Tagger
Figure 2.2
Overview of the components of the analysis
Figure 3.1
Text excerpt from physical sciences
Figure 3.2
Visual representation of Goulart et al.’s
(2022) results for essays, explanations and methodology
recounts
Figure 4.1
Most frequent combinations of minor purposes with the communicative text type
of
to give a procedural recount across disciplinary
groups
Figure 4.2
Most frequent combinations of minor purposes with the communicative text type
of
to give a procedural recount
Figure 4.3
Most frequent combinations of minor purposes with the communicative type of
to give a procedural recount across disciplinary
groups
Figure 4.4
Most frequent combinations of minor purposes with the communicative type of
to argue
Figure 4.5
Most frequent combinations of minor purposes with the communicative type of
to argue across disciplinary groups
Figure 4.6
Most frequent combinations of minor purposes with the communicative text type
of
to explain
Figure 4.7
Most frequent combinations of minor purposes with the communicative type of
to explain across disciplinary groups
Figure 4.8
Most frequent combinations of minor purposes with the communicative type of
to propose
Figure 4.9
Most frequent combinations of minor purposes with the communicative type of
to propose across disciplinary groups
Figure 4.10
Most frequent combinations of minor purposes with the communicative type of
to compare
Figure 4.11
Most frequent combinations of minor purposes with the communicative text
types of
to describe, to give personal advice, and
to
narrate a personal event
Figure 6.1
Distribution of disciplines and registers/communicative text types along
Biber’s (1988) Dimension 1:
Involved versus informational production
Figure 6.2
Distribution of discipline and communicative text types along Dimension 1:
Elaborated Discourse vs condensed style
Figure 6.3
Interaction Plot for Dimension 1: Elaborated discourse vs condensed
style
Figure 6.4
Distribution of discipline and communicative text types along Dimension 2:
Production of possibility vs content-focused description
Figure 6.5
Interaction plot for Dimension 2: Production of possibility vs
content-focused description
Figure 6.6
Distribution of discipline and communicative text types along Dimension 3:
Informational density vs involved, academic narrative
Figure 6.7
Interaction plot for Dimension 3: Informational density vs involved, academic
narrative
Figure 7.1
Distribution of
to argue, to explain and other purposes
within essays across disciplines
Figure 7.2
Most frequent combination of major + minor purpose in essays
Figure 7.3
Most frequent combination of major + minor purpose in arts and humanities
essays
Figure 7.4
Most frequent combination of major + minor purpose in social sciences
essays
Figure 7.5
Most frequent combination of major + minor purpose in life sciences
essays
Figure 7.6
Most frequent combination of major + minor purpose in physical
sciences
Figure 7.7
Most frequent combinations of communicative purposes across
disciplines
Figure 7.8
Mean dimension scores for dimensions 1–3 for the register of essays
Figure 7.9
Distribution of discipline and communicative text types within essays along
Dimension 1: Elaborated discourse vs condensed style
Figure 7.10
Distribution of discipline and communicative text types within essays along
Dimension 2: Production of possibility vs content-focused description
Figure 7.11
Distribution of discipline and communicative text types within essays along
Dimension 3: Informational density vs involved, academic narrative
Figure 8.1
Distribution of discipline, communicative text types and language background
along Dimension 1: Elaborated discourse vs condensed style
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