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B+D=' 9= @B + 7 0L0 8T(  8~ 8 s *(  `&  ( p V*0 8 #""0 8 <x(?ow 0VNF___PPT9(  xBusiness, Economics, Hospitality, Leisure and Tourism Management, Law, Politics, Sociology, (Publishing), (Anthropology)2y " dx# @`G 8 <*?Vw oVNF___PPT9(  uSocial Sciences4 " d# @` 8 <*?o 0w F>6___PPT9 NArchitecture, Chemistry, Computer Science, Engineering, Physics, (Mathematics)DO " d+# ## @`I 8 <*?V ow VNF___PPT9(  wPhysical Sciences4 " d# @` 8 <L'*?o0 F>6___PPT9 Agriculture, Biochemistry, Food Science and Technology, Health and Social Care, Plant Biosciences, Psychology, (Medical Science)& " d# @`E  8 <2*?Vo VNF___PPT9(  s Life Sciences4 " d # @`  8 <-*?o*0F>6___PPT9 Applied Linguistics/ Applied English Language Studies, Classics, Comparative American Studies, English, History, Philosophy, (Archaeology)D " dh### @`i  8 <-*?V*oVNF___PPT9(  Arts & HumanitiesT " d## # @`ZB  8 s *1 ?V*0*ZB  8 s *1 ?V0ZB 8 s *1 ?V*VZB 8 s *1 ?0*0ZB 8 s *1 ?V0ZB 8 s *1 ?o*oZB 8 s *1 ?V 0 ZB 8 s *1 ?Vw 0w H 8 0޽h ? 3ff3̙___PPT10i.3+D=' 9= @B +E 7 0L0 D<T(  x " c $W*  `  * | f T #" = f *P  B_*?f from 24  main disciplines from each of 4  years 8 instances of 4 different assignments = 3000+ assignments, And half that from five  minor disciplines = 3,500+ An estimated 10 million words6(p"(5""(HB  C fHB  C fHB  C HB  C ffH  0޽h ? 3ff3̙___PPT10i.r+D=' 9= @B +H 7 0L0 0(  x  c $`*  `  * x  c $p* `p * H  0޽h ? 33ff3380___PPT10.} H 7 0L0 P0(  x  c ${*  `  * x  c ${* `p * H  0޽h ? 33ff3380___PPT10.{[ 7 0L0 0(  x  c $܇*  `  * x  c $* `p * H  0޽h ? 33ff33___PPT10i.&Ak+D=' 9= @B +$ 7 0 T$(  Tr T S *  `  * r T S * `p * H T 0޽h ? 33ff3380___PPT10.g"2$ 7 0 $(  r  S X*  `  * r  S * `, * H  0޽h ? 33ff3380___PPT10.p3 7R 0L0 0<(  ~  s **  `  * ~  s ** `p * H  0޽h ? 33ff33y___PPT10Y+D=' 9= @B + 7T 0L0 <(  ~  s * *  `  * ~  s ** `p * H  0޽h ? 33ff33___PPT10i.?U+D=' 9= @B +$ 7 0 $(  r  S *  `  * r  S * ` * H  0޽h ? 33ff3380___PPT10.0 2$ 7W 0 Ph$(  hr h S *  `  * r h S * `p * H h 0޽h ? 33ff3380___PPT10.}(H 7 0L0 0(  x  c $,  `  , x  c $, `p , H  0޽h ? DDyq3f80___PPT10.}X 72 0L0 $0(  ~  s * ,  `  , ~  s * , `p , p  H,1D1D'$ Biber s team tag the corpus for their lexicogrammatical features; do frequency counts, and factor analysis, identify dimensions of variance among Levels, Disciplines, Groups, Text types. We interpret. $$ H  0޽h ? DDyq3f80___PPT10.Tk 7V 0 z(  x  c $,w9m  , x  c $,z#  , .  0, z Y Features of Narrative/Non-narrative dimension (Conrad and Biber 2001): positive features past tense verbs third-person pronouns perfect aspect verbs public verbs synthetic negation present participial clauses negative features (present tense verbs) (attributive adjectives) rY!x !0 Fx1&:     6-, Z* > H  0޽h ? DDyq3f___PPT10i. x +D=' 9= @B +H 7D 0L0 0(  x  c $B,  `  , x  c $\B, `p , H  0޽h ? DDyq3f80___PPT10.}Pk  7N 0L0   :S (  x  c $d^,  `  , l \  : #"bQ\   <?%   ~&History, Psychology, Anthropology, Law(' &#!! '   < ?%   `Factor 5(  #      <\7,?5%  5 History, Psychology, Anthropology, Classics, English(6 5#!! 6   <t?5%  a Factor 1(   #       <X`,?\5 o!Warning: based on pilot data only" "  "    <Pl,?\5 V   @`ZB  s *1 ?\\ZB  s *1 ?  ZB  s *1 ?\ ZB  s *1 ?\ ZB  s *1 ?55ZB  s *1 ?\ ZB  s *1 ?% % H  0޽h ? DDyq3f80___PPT10.~$ 7X 0 $(  r  S {,  `  , r  S  |, `p , H  0޽h ? DDyq3f80___PPT10.,PGB 7Y 0 !0 (   r   S ؉,  `  ,    c $X,@p , O   <p  `   #""dddd `]   <, ?"` `G VNF___PPT9(  }27.632 " d#     @`]   <, ?"`b G VNF___PPT9(  }24.042 " d#     @`]   <, ?"` b G VNF___PPT9(  }22.322 " d#     @`   <, ?"`  G z0___PPT10:___PPT9 mean sentence length (in words)$ " d "    @`: >  <,?G `F>6___PPT9 x1500-5000, 12000" " d    @`3 =  <a,?b G F>6___PPT9 q 3000-5000" " d     @`3 <  <<,? G b F>6___PPT9 q 1500-3000" " d     @` ;  <T,? G F>6___PPT9 TEssay length (in words) cf Tutors counts"+ " d+ &    @`O :  <,?D` VNF___PPT9(  }39.982 " d#     @`O 9  <,?b D VNF___PPT9(  }41.342 " d#     @`O 8  <X6,? Db VNF___PPT9(  }42.502 " d#     @` 7  <? D z0___PPT10:___PPT9 Type/Token Ratio standardised0 " d" "   @`P 6  <?`DVNF___PPT9(  ~Year 32 " d#     @`P 5  <4?b DVNF___PPT9(  ~Year 22 " d#     @`P 4  <!? b DVNF___PPT9(  ~Year 12 " d#     @`$ 3  <@#?  DF>6___PPT9 b" " d   @`ZB C  s *1 ? `ZB D  s *1 ? `ZB E  s *1 ?  ZB F  s *1 ?``ZB I  s *1 ? D`DZB K  s *1 ?  ZB N  s *1 ?b b ZB Q  s *1 ?ZB U  s *1 ?  ` TB   c $1 ? G `G H   0޽h ? DDyq3f80___PPT10.?pK 7Q 0 TKLKJ~=J(  <r < S ,  `   2J Z ~= #"6* Rr***RZ r< <l?Z V  @` q< <?2Z V  @` p< <,? 2Z V  @` o< <T?P Z V  @` n< <`X?LPZ V  @`j m< <p?LZVNF___PPT9(  (+  Historian )4(" d#   @`Q l< <o? VNF___PPT9(  50 (37)2 " d#   @`O k< <j?2 VNF___PPT9(  }8 (6)2 " d#   @`j j< <? 2VNF___PPT9(  0.7 (+0.4) = 1.1B " d ##   @`U i< <ė?P VNF___PPT9(   52(+33)= 852 " d #   @`M h< <|?L PVNF___PPT9(  {1392 " d#   @`j g< <? LVNF___PPT9(    Historians Y 32 " d#   @`Q f< <?  VNF___PPT9(  59 (32)2 " d#   @`P e< < ?2  VNF___PPT9(  ~13 (7)2 " d#   @`j d< <? 2 VNF___PPT9(  0.5 (+0.1) = 0.6B " d ##   @`U c< <@?P VNF___PPT9(   45(+11)= 562 " d #   @`M b< <<?L P VNF___PPT9(  {2042 " d#   @`j a< <? L VNF___PPT9(    Historians Y 22 " d#   @`Q `< <X?  VNF___PPT9(  45 (10)2 " d#   @`O _< <?2  VNF___PPT9(  }9 (2)2 " d#   @`j ^< < ? 2 VNF___PPT9(  0.6 (+0.0) = 0.6B " d ##   @`V ]< <?P VNF___PPT9(   34 (+5) = 392 " d #   @`M \< <,"?L P VNF___PPT9(  {1722 " d#   @`j [< <? L VNF___PPT9(    Historians Y 12 " d#   @` Z< <L4?t   V  @` Y< <`F?2t   V  @` X< <N? t 2  V  @` W< <xP?Pt  V  @` V< <>?Lt P  V  @` U< <4?t L  V  @`L T< <s?^t VNF___PPT9(  z872 " d#   @`L S< <?2^t VNF___PPT9(  z142 " d#   @`Q R< <? ^2t VNF___PPT9(  4.16(" d#   @`M Q< <?P^ t VNF___PPT9(  {3042 " d#   @`L P< <?L^Pt VNF___PPT9(  z242 " d#   @`f O< <?^Lt VNF___PPT9(   History Yr 32 " d#   @`L N< <h?H^VNF___PPT9(  z732 " d#   @`L M< <ع?2H^VNF___PPT9(  z162 " d#   @`Q L< <ؽ? H2^VNF___PPT9(  1.86(" d#   @`M K< <Ŀ?PH ^VNF___PPT9(  {1512 " d#   @`L J< <P?LHP^VNF___PPT9(  z522 " d#   @`f I< <@?HL^VNF___PPT9(   History Yr 22 " d#   @`L H< <?2HVNF___PPT9(  z752 " d#   @`L G< <?22HVNF___PPT9(  z152 " d#   @`Q F< < ? 22HVNF___PPT9(  1.36(" d#   @`L E< <?P2 HVNF___PPT9(  z752 " d#   @`L D< <8?L2PHVNF___PPT9(  z742 " d#   @`f C< <t?2LHVNF___PPT9(   History Yr 12 " d#   @`P B< <2?2VNF___PPT9(  ~%Texts2 " d#   @`O A< <`=?22VNF___PPT9(  }Texts2 " d#   @`X @< <4)? 22VNF___PPT9(   Freq/1000wds4 " d #   @`R ?< << <L?LP2VNF___PPT9(  |Rank2 " d#   @` =< <8_?L2 V  @`ZB s< s *1 ?ZB t< s *1 ?ZZZB u< s *1 ?ZZB v< s *1 ?ZZB y< s *1 ?22ZB {< s *1 ?LLZZB ~< s *1 ?PPZZB < s *1 ?  ZZB < s *1 ?22ZZB < s *1 ?ZZB < s *1 ?HHZB < s *1 ?^^ZB < s *1 ?t t ZB < s *1 ?  ZB < s *1 ?  ZB = s *1 ?  ZB 3= s *1 ?H < 0޽h ? DDyq3f80___PPT10.J5#H 7 0L0 @0(  x  c $W  `   x  c $Ђ `p  H  0޽h ? ̙3n80___PPT10.pO&j 7A 0L0 0LR(  L~ L s *\L  `    L s * `p  "tXHPpH L 0޽h ? ̙3n80___PPT10. 0 7 0  0(  x  c $  `   x  c $ `p  H  0޽h ? ̙3n80___PPT10.m' 7E 0L0 &&5E%(  x  c $Z9   B$  , E #"&:;:: ,   <?&M , _2   @`  <,?M & _7   @`  <$?c M  _7   @`  < 6?M c  `19   @`   <8? M  `25   @`   <?bM  ^60   @`   <? M b V  @`   <?& ,M  a 1   @`  < ? &M  _2   @`  <?c M  _3   @`  <? c M  _6   @`  <"?  M  _5   @`  <.?b M  n15 essays 1 review   @`  <6?  bM  ]3   @`  <0?&d,  _-   @`  <H?d&  _3   @`  <B?c d  _1   @`  <Z?dc  _8   @`  <c? d  `10   @`  <dl?bd   f 22 essays      @`  <t? db  ]2   @`  <n?&*,d _1   @`  <d}?*&d _2   @`  <?c *d _3   @`   < ?*c d _5   @` ! <h? *d `10   @` " <?b* d e 22 essays     @` # <h? *bd ]1   @` % <t?&,* ]?   @` & <4?&* e Challenge     @` ' <?c * qFactorial Explanation   @` ( <?c * oAnalytic Exposition   @` ) <? * oAnalytic Discussion   @` * <<?b * aTypes   @` + <? b* ^Yr   @``B , 0o ? ,ZB - s *1 ? *,*ZB . s *1 ? d,dZB / s *1 ?  , ZB 0 s *1 ? M ,M `B 1 0o ? ,`B 2 0o ?  ZB 3 s *1 ?bbZB 4 s *1 ?  ZB 5 s *1 ?ZB 6 s *1 ?c c ZB 7 s *1 ?ZB 8 s *1 ?&&`B : 0o ?,, ; 6 'g @  H  0޽h ? ̙3n___PPT10i. pq+D=' = @B +0 7 0 0(  x  c $   `   x  c $H! `  H  0޽h ? ̙3n80___PPT10.?F$ 7 0 $(  r  S  6  `   r  S 6 `p  H  0޽h ? ̙3n80___PPT10.k]07F 0L0 \/T/0@Q.(    H|B PM   l(Types and Proposed Genres in Engineering)) ) -  Q #"&v !    <?  X  @`  <-?  _8   @` # < G-?  ]2   @` % <PI-?x _2   @` & <lY-?x _-   @` ' <b-?dx ` 1   @` ( <k-? xd _-   @` ) <4r-? x  _1   @` * <z-?x  _2   @` + <h?x _8   @` , < }-?x ]1   @` . <-?x ]?   @` / <-?x oDiss.   @` 0 <-?dx dExercise     @` 1 <-? dx i Design Report   @` 2 <-?  x nProduct Evaluation   @` 3 <ش-? x kDesign Proposal   @` 4 <$-?x f Lab Report     @` 5 <X-?x ^Yr   @``B 6 0o ?ZB 7 s *1 ?xxZB 8 s *1 ?ZB 9 s *1 ?  ZB : s *1 ?  `B ; 0o ?`B < 0o ?ZB = s *1 ?ZB > s *1 ?ZB ? s *1 ?  ZB @ s *1 ?  ZB A s *1 ?ddZB B s *1 ?ZB C s *1 ?`B E 0o ?ZB F s *1 ?H  0޽h ? ̙3n___PPT10i.  )+D=' = @B +H 7 0L0 P 0(   x   c $- 7  - x   c $-9  - H   0޽h ? ̙3n80___PPT10. 8v$ 7 0 $(  r  S -  `  - r  S - ` - H  0޽h ? ̙3n80___PPT10.0t$ 7 0  $(  r  S < .  `  . r  S  . `p . H  0޽h ? ̙3n80___PPT10.@v$ 7 0 $(  r  S .  `  . r  S . `p . H  0޽h ? ̙3n80___PPT10.N0 7 0 D0(  Dx D c $d'.  `  . x D c $<(. ` . H D 0޽h ? w3ff80___PPT10.;ʽ$ 7O 0 `,$(  ,r , S h>.  `  . r , S @?. `p . H , 0޽h ? w3ff80___PPT10.Ar$ 7 0 H$(  Hr H S  K.  `  . r H S K. `p . H H 0޽h ? }ff80___PPT10.K= 0 `X`(  X  C 8   6X  S %68 0  6 The aim in this second strand of the research is to characterise the genres of assessed writing from emic perspectives, from the perspectives of those in the discourse communities, by looking at departmental documentation, and interviewing tutors and students. I shall talk more about tutor interviews in a minute, and then Laura will talk about student interviews. Before that, just an outline of the other two research strands&e  H H  0޽h ? 3380___PPT10.{=t$ 0 (  X  C 8   6  S `368 0  6 ^This turned out not to be fully possible and we have returned to a stratified approach  It seems that this  shunting between text and texts, between automated collection and manual selection closely resembles the shunting that occurs regularly in description between automated and manual approaches.  0 H  0޽h ? 3380___PPT10.{P 0 "(  X  C 8   6  S ,<68 0  6 The corpus will be a corpus of assessed student writing  we are interested in student assignments. We will include only  good student writing And only assignments that are mostly writing.   H  0޽h ? 3380___PPT10.~r 8 0    (  X  C 8   6   S G68 0  6  Educational linguist& From an academic literacies perspective, at university my first degree at St Andrews was in Linguistics & logic & metaphysics, with some French, German, and Maths in there too. I then went to the States and contextualised this with psycolinguistic, soicolinguistic, and anthropological linguistics. My doctorate was in theoretical, functional linguistics, but when linguistics departments were axed in the UK, I moved into EAP, taught EAP to biochemists, medical students, and science in general in Scotland and then Sudan. Moved to Canada and worked with all aspects of ESL from admissions, to programs for refugees, to teacher education for ESL in the schools. Set up a writing programme with several initial modules followed by writing across the disciplines  involved working with professors across disciplines. And am now at Warwick coordinating our BA programme and MA in ESP. So I have worked in different capacities across the disciplines. Laura is a second year undergraduate student of English literature. She is one of 24 undergraduate research scholars at Warwick doing a project which is linked to a staff research project. So she s coming from one of the disciplines with which I have little first hand experience. ZZ(        H  0޽h ? 3380___PPT10.~bx7 0 (  X  C 8   6  S `68 0  6 b This is an ESRC funded project for 2004-2007, so we re over half way through and happy to have this opportunity to share what we re doing and get some feedback at this stage.   H  0޽h ? 3380___PPT10.~`\D 0 |<(  <^ < S 8   6v < c $Dp68 0  6 Maths: lovely interviews, but students don t write much Anthropology: again, lovely interviews, but students would not submit their papers Medical Science: graduate level only Archaeology: small numbers? A 60-page pdf document on JACS can be found via the UCAS website: Http://www.ucas.ac.uk/higher/courses/coding.html CodeDisciplinary GroupingJACS letters AH Arts & Humanities Q, R, T, V, W, (X?) ML Medicine & Life Sciences A, B, C, D PS Physical Sciences & Engineering F, G, H, J, K SS Social Studies L, M, N, P, (X?) $ >'  4  )       X 0 >H < 0޽h ? 3380___PPT10.{`xz ~ 0 j b @(  ^  S 8   6\  c $`68 0  6 PBiber s dimensions differentiated, for instance, conversational English, newspaper English and academic written English along dimensions such as narrative; orality; contextualisation etc. By looking at the lexico-grammatical features that cluster in such registers. e.g. Stance dimension  pick out all the stance nouns, verbs, adverbs, etc. and chart how much evaluation or stance there is by year, discipine, etc. 1. Modal and semi-modal verbs (See LGSWE, pp. 483ff.) 2. Stance adverbs (See LGSWE, pp. 557-8; 853-74) Epistemic: Certainty: actually, always, certainly, definitely, indeed, inevitably, Likelihood: apparently, evidently, kind of, most cases, Attitude: amazingly, astonishingly, conveniently, curiously, disturbingly, Style: accordingly, according to, confidentially, figuratively, frankly, 3. Complement clauses controlled by stance verbs, adjectives, or nouns Zh   ,       H  0޽h ? 3380___PPT10.(~ 0 tl(  ^  S 8   6f  c $68 0  6 This design attempts to bring together Nesi s preference for corpus linguistics, and mine for SFL, and to work out the extent to which Hunston and Thompson s tongue in cheek critique of each approach has any bearing. Is computerised corpus analysis  reductive, insufficiently related to the texts of which the corpus is composed or to their social contexts ? Does the SFL  view of language close and constrain observation, in that aspects of language that cannot be accounted for in terms of the three-part system are not accounted for at all ? (Thompson and Hunston, 2006:3) Z'  Z      H  0޽h ? 3380___PPT10.}D 0 JBP(  ^  S 8   6<  c $ر68 0  6 tFirst collect the assignments  not as easy as it sounds.. And we have devised many diverse strategies for this - Then mark up the files - Eberling and Heuboeck (2006) describes the process and some of the issues involved. Ideas for interfaces and access to the corpus at present are: (see next slide) @     H  0޽h ? 3380___PPT10.{ Wb 0 4r(  4^ 4 S 8   6 4 c $`68 0  6 h By 4  years - roughly 1st, 2nd and 3rd yr undergraduate and taught masters coursework. 4 disciplinary groupings HyP y H 4 0޽h ? 3380___PPT10.{`Hv6 0 @PF(  P^ P S 8   6 P c $68 0  6 < In this strand we plan a detailed analysis of certain genres, based on the Australian genre work, which looks for generic stages, and their purpose, together with the moves and lexico-grammatical features that typify them. This is from work by Coffin, e.g. Veel and Coffin, Unsworth, & So for school history, for instance, Coffin identified 3 argumentative genres: which are differentiated by purpose  to challenge or discuss for instance  and by stages. So that s a project overview. I d now like to turn to the tutor interviews. Unless you d like five minutes of questions now on this part? Z  M     E H P 0޽h ? 3380___PPT10.е=# 0 3(  X  C 8   6  S 468 0  6 5 See handout;   H  0޽h ? 3380___PPT10.[ 0 k(  ^  S 8   6  c $".8 0  6 a+Essays are a mix of formative and summative"   H  0޽h ? 3380___PPT10. p 0 @,(  ^  S 8   6  c $<68 0  6 " H  0޽h ? 3380___PPT10.  0 zr (  X  C 8   6r  S ,68 0  6 This tension between describing text and texts, or academic writing and academic genres, popped up throughout the design. Ideally the different perspectives would interact to the benefit of each. & but managing the process has been complex   H  0޽h ? 3380___PPT10.y?2 0  B(  X  C 8   6  S 68 0  6 DOne of the claims of corpus analysis is that  In an individual text, neither repeated syntagmatic relations, nor any paradigmatic relations at all, are observable, but a concordance makes visible, at the same time, what frequently co-occurs syntagmatically, and how much constraint there is on paradigmatic choice. These repetitions objectively exist.  (Stubbs 2006:18)@X     s H  0޽h ? 3380___PPT10.4H 0 p0$(  0X 0 C 8   6 0 S <98 0  6 &The term  shunting is picked up by Thompson and Hunston, Tucker and Miller in the System and Corpus collection. &1  ; H 0 0޽h ? 3380___PPT10.C D 0 xT(  xX x C 8   9 x S `98 0  9 VSupports analysis of Field through Assignment Initial Sentence Subjects  progression from focus on Phenomena to focus on Metaphenomena. &z    H x 0޽h ? 3380___PPT10.Hρ  0   @ (  ^  S 8   9   c $98 0  9 P Essays and lab reports are written for essentially pedagogic purposes  to demonstrate and extend student learning Project reports on group projects may involve original research and are written up as academic articles. Reflective journals on the process of doing the group project are designed to encourage self-awareness and now forms part of the PDP requirements. Posters are examples of writing for lay audiences  such as children in a transport museum The remaining assignment types are written as professional genres  in interpreting site investigation details, students have to be aware of the legal aspects of writing any recommendations made to clients. Funding proposals have to be written to persuade funders of the value of the projects, and so on. Table 2 on the handout gives examples of the spread of assignments by disciplines  using the departmental labels. As we have seen, these labels can be misleading, and our interviews suggested that assignments could be grouped according to their general pedagogic purpose, the extent to which they imitate research academic articles, and the extent to which they imitate professional writing. So many essays and lab reports would be examples of pedagogic genres written for broadly educational purposes of demonstrating learning and thinking. &  S H  0޽h ? 3380___PPT10.  0 z(  ^  S 8   9t  c $`98 0  9 So History assignments were described in very different ways than in Engineering. Tutors in other essay dominated departments found essays  limiting perhaps  too traditional but Historians did not mention this. $   H  0޽h ? 3380___PPT10.a 0 ,$(  ^  S 8   9  c $p98 0  9 Thanks to Jasper for this. History more  narrative than engineering F H  0޽h ? 3380___PPT10. h 0 0x(  X  C 8   9  S ,<98 0  9 zRNote the number of words in  long essays * H  0޽h ? 3380___PPT10.p rK( 0 @8(  X  C 8   9  S A98 0  9 :?Omit this slide?   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Corpus Development "A Collection Issue: text vs textsBAWE Corpus Grid (Stratified)@The 28 ‘disciplines’ targeted (Clusters then Convenience )"Corpus Texts targeted (Purposive) STRAND 22. Discourse Community Tutor on Engineering Projects:On Engineering Reports:Engineering Students:Engineering assignments:History Tutor:History StudentHistory Assignments Strand 3'3. Multidimensional Register Analysis$Biber’s dimensions, eg Narrative:BAWE dimensions (pilot data)!Disciplines grouped with HistoryFurther Corpus Analysis(Progression in History (WordsmithTools)!Progression in History (WS Freq) Strand 4 4. Systemic Functional Genres History Issue and Thesis3(DC) Types and (SFL) Genres of History assignmentsProgression in History GenresProgression in History )Types and Proposed Genres in EngineeringProposed genres (Engineering)Self assessment in EngineeringSummary (LR, DP, DR)Progression in EngineeringIntegrating Four StrandsG…Shunting ……Two-prongs ….. ……...Echo-chambers …. 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