Writing for academic purposes is a tricky issue, especially for researchers who are eager to be recognized by larger academic discourse communites through their publications. Indeed, writing for prestigious databases and especially in English has been the basic concern of researchers with EFL background. However, in the last thirty years, the leading figures in ESP and EAP realms have developed pedagogical writing models and emphasized the critical role of genre analysis as road map in academic writing for researchers, with the very term of John Swales, who are looking for creating research space in local and international academic platforms. Thus, driven from these inspiring models in the literature, which are basicly prolific outcomes of genre based writing pedagogy, I, as a researcher, eager to cover all these pragmatic tools in a way that reseachers and, especially, novice researchers would easily catch the essence of writing for academic discourses in terms of positioning themselves in these discourses by synthesizing relevant parts of my master thesis and dissertation. Thus, as a motivational, inspring and reader friendly guide, Genre Analysis Based Pedagogy: Writing for Academic Discourses firstly explains genre as a term within paradigms and the critical position of genre analysis based writing pedagogy and genre analysis as methodology. Followingly, the models specifically put by ESP and EAP experts and practitioners are provided briefly and clearly for researchers in such a way that will guide them in rhetorically and lexico-grammatically structuring of their academic texts, or academic genres, section by section and holistically in English. Thus, through this self-help book, researchers can organize their academic genres with a professional academic tone in English, which will ease, as Hyland pointed out, contextualizing their genres into wider academic contexts.

In undertaking to treat of Aristotle as the expounder of ancient educational ideas, I might, with Kapp’s Aristoteles’ Staatspaedagogik before me, have made my task an easy one. I might simply have presented in an orderly way and with a little commentary, what is to be found on the subject of education in his various works—Politics, Ethics, Rhetoric, Poetics, etc. I had two reasons, however, for not adopting this course: (1) that this work had been done, better than I could do it, in the treatise referred to, and (2) that a mere restatement of what Aristotle says on education would hardly have shown his relation to ancient pedagogy as a whole. I therefore judged it better, by tracing briefly the whole history of Greek education up to Aristotle and down from Aristotle, to show the past which conditioned his theories and the future which was conditioned by them. Only thus, it seemed to me, could his teachings be seen in their proper light. And I have found that this method has many advantages, of which I may mention one. It has enabled me to show the close connection that existed at all times between Greek education and Greek social and political life, and to present the one as the reflection of the other. And this is no small advantage, since it is just from its relation to the whole of life that Greek education derives its chief interest for us. We can never, indeed, return to the purely political education of the Greeks; they themselves had to abandon that, and, since then,

A boundless hope has passed across the earth—

a hope which gives our education a meaning and a scope far wider than any that the State aims at; but in these days, when the State and the institution which embodies that hope are contending for the right to educate, it cannot but aid us in settling their respective claims, to follow the process by which they came to have distinct claims at all, and to see just what these mean. This process, the method which I have followed has, I hope, enabled me, in some degree, to bring into clearness. This, at all events, has been one of my chief aims.

…

THOMAS DAVIDSON

“Glenmore,”

Keene, Essex Co., N.Y.

October, 1891.