Li Yongyan
Faculty of Education, University of Hong Kong, Pokfulam Road, Hong Kong, China.
Sci Eng Ethics. 2015 Oct;21(5):1297-314. doi: 10.1007/s11948-014-9590-4. Epub 2014 Sep 16.
Despite calls for more research into the writing expertise of senior scientists, the literature reveals surprisingly little about the writing strategies of successful scientist writers. The present paper addresses the gap in the literature by reporting a study that investigated the note-taking strategies of an expert writer, a Chinese professor of biochemistry. Primarily based on interview data, the paper describes the expert's recontextualization (Linell, Text 18:143-157, 1998) strategies at three levels: 'accumulating writing materials' by modifying source texts, composing from 'collections' of cut-and-pasted chunks in drafting a review article, and adopting reusable citations in sources as a 'map'. It is emphasized that through repeatedly revising his paper in light of his rhetorical intentions in a new context of meaning, the expert writer would maximally recontextualize the source-based text segments and citations in the paper, averting transgressive intertextuality (Chandrasoma et al., J Lang Identity Educ 3:171-193, 2004) as a result. The paper ends by highlighting the pedagogical implications of the study for English for Professional Academic Purposes (EPAP).
尽管有人呼吁对资深科学家的写作专长进行更多研究，但文献中关于成功的科学家作家的写作策略的揭示却出奇地少。本文通过报告一项研究来填补文献中的空白，该研究调查了一位专家作家——一位中国生物化学教授的笔记策略。本文主要基于访谈数据，描述了这位专家在三个层面上的重新语境化（林内尔，《文本》第18卷：143 - 157页，1998年）策略：通过修改源文本“积累写作素材”，在撰写综述文章时从剪切粘贴的片段“集合”中进行创作，以及将来源中可重复使用的引用作为“地图”。需要强调的是，通过根据新的意义语境中的修辞意图反复修改论文，这位专家作家会在论文中最大限度地对基于来源的文本片段和引用进行重新语境化，从而避免出现违规的互文性（钱德拉索马等人，《语言与身份教育杂志》第3卷：171 - 193页，2004年）。本文最后强调了该研究对专业学术英语（EPAP）教学的启示。
