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This paper explores the implications of using Apple co-founder and former CEO Steve Jobs as a “paradigm case” of transformational leadership by comparing the practical metadiscourse of remembrances published at the time of his passing to the theoretical metadiscourse of transformational leadership. The authors report the frequency of transformational leadership characteristics that appeared in characterizations of Jobs in the months after his passing in October 2011. Results show that people do remember Jobs as a leader, and as one who possessed three key personal characteristics of a transformational leader: creative, passionate, and visionary. People also remembered Jobs as an innovator, which is not typically associated with transformational leadership but which does reflect the discourse of the consumer electronics industries upon which he had an impact. However, the results also show that two important interpersonal characteristics of a transformational leader were absent in the remembrance discourse: empowering and interactive. The authors discuss the implications of the two missing terms for pedagogy and theorizing, including how problematizing Jobs as a paradigm case might lead to fruitful discussions about the importance of a transformational leader’s engagement with followers.

In spite of the growing interest in using corpora in language teaching and learning, applying computers and software (especially corpora software) is still new in second language teaching and learning. In addition, employing a learner corpus-based perspective in teaching metadiscourse features in International English Language Testing System (IELTS) writing tasks is not reported to the best knowledge of the researchers. Understanding and spotting this gap, the purpose of this paper is to utilize a learner corpus-based approach in teaching metadiscourse features and investigate its possible impacts on IELTS writing performance of the Iranian second language learners. Therefore, this study addressed the following research questions and hypotheses.

The current research utilized a quasi-experimental research design. In addition, this research used a learner corpus-based methodology. The corpus-based methodology was exploited to enable the researchers to have access to a large body of authentic language materials. In other words, a corpus-based methodology was used due to the fact that it made it possible for the researchers to elicit the metadiscourse features from a large number of authentic writing materials and to employ them during the treatment process with authentic examples.

The findings showed that there was a positive correlation between teaching metadiscourse features and writing performance of IELTS learners; in that, teaching metadiscourse features could soar the writing performance of the subjects. In addition, interactional metadiscourse features had more impact than interactive metadiscourse features on writing performance.

The results of this research can have useful implications for second language teachers and learners as well as researchers in learner corpus as they can learn the creation and application of learner corpora in second language teaching and learning.

This paper is value in that it uses corpus software and methodology in teaching metadiscourse features in writing section of IELTS test.

Recent failures and scandals in the banking and financial services industry have served as catalysts for anxiety about operational risk. In particular, the Basel II accord emphasises the need to develop methodologies for assessing and managing this category of risk. However, operational risk is said to be an elusive and problematic concept. This paper aims to examine how certain events in the banking and financial services industry become enframed and constructed as operational risk and how such risk is managed.

The paper draws on the sociology of risk literature to analyse how an “unauthorised trading” event (and associated losses) that occurred in the currency options trading desk of the National Australia Bank (NAB) was enframed and constructed as operational risk. Data are gathered through metadiscourse analysis of textual materials relating to this event.

The analysis reveals the social and institutional mechanisms underlying the construction of risk and the contested nature of risk knowledge. In particular, it highlights the significant role of media discourse in articulating risk claims and dominating public discourse about risk. It also highlights the moral character of the concept of risk and how the moralising of risk discourse leads to the creation of particular forms of subjectivities and the operationalisation of certain risk management rationalities in NAB.

The paper will be helpful in improving researchers' and practitioners' understanding of how, in a given field of possibilities, particular events become constructed as operational risk.

This paper responds to a call in the literature for methodological and empirical studies to advance research into accounting narratives, in the light of acknowledged areas of weakness and gaps in the accounting literature and with a view to investigating impression management. A general line of critique in the accounting literature points to a need to expand both the syntactic and thematic dimensions, with a particular focus on developing objective methods of analysis that allow computer‐based measurement. The paper draws on the literature of managerial business communications, supported by that of applied linguistics, in bringing to accounting research a transitivity index and the application of DICTION analysis. Both have the potential to extend computer‐based analysis of accounting narratives, subject to careful initial research design and specification. The potential for a richer empirical analysis is demonstrated through an illustrative empirical application.

Using composite style measures of the letter to shareholders, the purpose of this paper is to elaborate dominant rhetorical profiles and qualify them from an impression management (IM) perspective. In addition, the paper examines how institutional differences affect rhetorical profiles by comparing intensity and contingencies of rhetorical profiles of UK and US companies.

The authors use automated text analysis to capture linguistic style characteristics of a panel of UK and US companies and employ factor analysis to determine rhetorical profiles. Next, the authors investigate company-level and country-level determinants of a company’s rhetorical stance.

The authors document three prominent rhetorical profiles: an emphatic acclaiming stance, a cautious plausibility-based framing position, and a logic-based rationalizing orientation. The profiles represent distinct self-presentational logics and have different readability effects. Rhetorical IM is stronger in US companies, but higher expected scrutiny in the US institutional environment affects sensitivity of rhetorical postures to message credibility and litigation risk, while marginally increasing the less litigation-sensitive defensive framing style in US letters.

The authors develop replicable archival-based measures of prominent rhetorical IM traits of the shareholder letter, based on composite style features. The authors argue that they are qualitatively different from content-based IM proxies. The authors investigate their institutional and organizational relevance by examining how company features and country-level differences affect incentives and constraints for style-based rhetorical IM.

The purpose of this study is to explore Master’s students’ literature reviews to better understand the literacies required for engaging in complexity in this genre and to inform graduate student pedagogy.

In this qualitative study, data were collected in the form of student literature review papers (23 drafts and 23 final versions) from students attending a research seminar course in an all-course Master’s program. All papers were analyzed for citations patterns, genre awareness and levels of complexity.

Results highlight the nature of complexity in this genre – that this complexity is underpinned by discursive issues such as “truth”, “claims” or “facts” that often mislead novice academic writers, and recognizing that knowledge contested in academic contexts is important to understanding and teaching students about complexity in writing.

One of the most challenging writing tasks graduate students face, is the literature review. Literature reviews require sophisticated conceptual maneuverings. Despite being analytical in nature, many students find it difficult to engage with the layers of complexity required in this genre. How do we make the complexity in literature reviews more visible and accessible? The argument in this paper is that understanding the nature of complexity in literature reviews can enhance writing processes and intentional explicit pedagogy.

The effectiveness of rhetorical structure is essential to communicate key messages in research articles (RAs). The interdisciplinary nature of library and information science (LIS) has led to unclear patterns and practice of using rhetorical structures. Understanding how RAs are constructed in LIS to facilitate effective scholarly communication is important. Numerous studies investigated the rhetorical structure of RAs in a range of disciplines, but LIS articles have not been well studied.

In this study, the authors encoded rhetorical structures to 2,216 articles in the Journal of the Association for Information Science and Technology covering a period from 2001 to 2018 with the approaches of co-word analysis and visualization. The results show that the predominant rhetorical structures used by LIS researchers follow the sequence of Introduction-Literature Review-Methodology-Result-Discussion-Conclusion (ILMRDC).

The authors' temporal examination reveals the shifts of evolutionary pattern of rhetorical structure in 2008 and 2014. More importantly, the authors' study demonstrates that rhetorical structures have varied greatly across research areas in LIS community. For example, scholarly communication and scientometrics studies tend to exclude literature review in articles.

The present paper offers a first systematic examination of how rhetorical structures are used in a representative sample of a LIS journal, especially from a temporal perspective.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to examine how firms build and develop corporate discourse in the field of corporate social responsibility (CRS). The paper has two main objectives: to clarify notions that are used when analyzing discourse; and to provide a qualitative methodology to analyze how the discourse is used to construct a CRS strategy.

The paper presents a qualitative methodology, deconstructing four CRS reports using a story‐telling approach.

The analysis shows that firms construct their environment while marketing the report on social responsibility, in order to make of it an asset in an institutional communication system.

Further attention should be devoted to the specificity of qualitative approach and to discourse analysis (selection of the corpus, validity and triangulation, etc.).

The paper shows how discourse can be used to provide competitive advantage. It also provides a clear framework while using discourse analysis and identifies the major pitfalls that should be avoided when using such a methodology.

The objective of this paper is to document and analyze the organizational activities of faculty members using a personal information management (PIM) framework developed by Jacques (2016).

Interviews were carried out with seven faculty members, focusing on their personal information organization practices as they relate to their academic activities. These interviews took the form of a guided tour of informants' digital workspaces.

Analyses focused on PIM activities make it possible to identify the different strategies adopted by faculty members to organize their academic personal information. This qualitative approach highlights four activities involved in the organization of personal information: inclusion, exclusion, apprehension and implementation. It also reveals differences in the ability of faculty members to analyze their own practices. Finally, the relationship to time and memory of PIM practices is examined through the lens of the concepts of virtualization and actualization.

This research provides a more nuanced understanding of PIM practices, specifically of organizational activities, by considering the meaning of these practices for individuals as part of their daily lives. It aims to foster literacy by facilitating the interactions of individuals with their personal information through educational activities.