This volume presents the latest research of an international group of scholars, engaged in the analysis of academic discourse from a genre-oriented perspective. The area covered by this volume is a central one, as in the last few years important developments in research on academic discourse have not only concerned the more traditional genres, but, as well, generic innovations promoted by the new technologies, employed both in the presentation of research results and in their dissemination to a wider community by means of popularising and teaching activities. These innovations have not only favoured important changes in existing genres and the creation of new ones to meet emerging needs of the academic community, but have also promoted a serious discussion about the construct of genre itself. The various investigations gathered in this volume provide several examples of the complexity and flexibility of genres, which have shown to be subject to a continuous tension between stability and change as well as between convention and innovation.

This book looks into communicating psychiatric patient histories, from the asylum years to the clinics of today. In this engrossing study of tales of mental illness, Carol Berkenkotter examines the evolving role of case history narratives in the growth of psychiatry as a medical profession. ""Patient Tales"" follows the development of psychiatric case histories from their origins at Edinburgh Medical School and the Royal Edinburgh Infirmary in the mid - eighteenth century to the medical records of contemporary American mental health clinics. Spanning two centuries and several disciplines, Berkenkotter's investigation illustrates how discursive changes in this genre mirrored evolving assumptions and epistemological commitments among those who cared for the mentally ill.During the asylum era, case histories were a means by which practitioners organized and disseminated local knowledge through professional societies, affiliations, and journals. The way in which these histories were recorded was subsequently codified, giving rise to a genre. In her thorough reading of Sigmund Freud's ""Fragment of an Analysis of a Case of Hysteria"", Berkenkotter shows how this account of Freud's famous patient 'Dora' led to technical innovation in the genre through the incorporation of literary devices. In the volume's final section, Berkenkotter carries the discussion forward to the present in her examination of the turn from psychoanalysis to a research-based and medically oriented classification system now utilized by the American Psychiatric Association. Throughout her work, Berkenkotter stresses the value of reading case histories as an interdisciplinary bridge between the humanities and sciences.

Madness and Identity is a study of the linguistic negotiations at the heart of mental illness identification and patient diagnosis. Through an examination of individual psychiatric case records from the late nineteenth and early twentieth centuries, Cristina Hanganu-Bresch and Carol Berkenkotter show how the work of psychiatry was navigated by patients, families, doctors, the general public, and the legal system. The results of examining those involved and their interactions show that the psychiatrist's task became one of constant persuasion, producing arguments surrounding diagnosis and asylum confinement that attempted to reconcile shifting definitions of disease and to respond to sociocultural pressures. By studying patient cases, the emerging literature of confinement, and patient accounts viewed alongside institutional records, the authors trace the evolving rhetoric of psychiatric disease, its impact on the treatment of patients, its implications for our contemporary understanding of mental illness, and the identity of the psychiatric patient. Madness and Identity helps elucidate the larger rhetorical forces that contributed to the eventual decline of the asylum and highlights the struggle for the professionalization of psychiatry.

Although genre studies abound in literary criticism, researchers and scholars interested in the social contexts of literacy have recently become interested in the dynamic, rhetorical dimensions of speech genres. Within this burgeoning scholarly community, the authors are among the first researchers working within social science traditions to study genre from the perspective of the implicit knowledge of language users. Thus, this is the first sociocognitive study of genre using case-study, naturalistic research methods combined with the techniques of rhetorical and discourse analysis. The term "genre knowledge" refers to an individual's repertoire of situationally appropriate responses to recurrent situations -- from immediate encounters to distanced communication through the medium of print, and more recently, the electronic media. One way to study the textual character of disciplinary knowledge is to examine both the situated actions of writers, and the communicative systems in which disciplinary actors participate. These two perspectives are presented in this book.
The authors' studies of disciplinary communication examine operations of systems as diverse as peer review in scientific publications and language in a first grade science classroom. The methods used include case study and ethnographic techniques, rhetorical and discourse analysis of changing features within large corpora and in the texts of individual writers. Through the use of these techniques, the authors engaged in both micro-level and macro-level analyses and developed a perspective which reflects both foci. From this perspective they propose that what micro-level studies of actors' situated actions frequently depict as "individual processes," can also be interpreted -- from the macro-level -- as "communicative acts within a discursive network or system."
The research methods and the theoretical framework presented are designed to raise provocative questions for scholars, researchers, and teachers in a number of fields: linguists who teach and conduct research in ESP and LSP and are interested in methods for studying professional communication; scholars in the fields of communication, rhetoric, and sociology of science with an interest in the textual dynamics of scientific and scholarly communities; educational researchers interested in cognition in context; and composition scholars interested in writing in the disciplines.