In this chapter I analyse the works by Kate Burridge - an unusual blend of academic writer and author of popular books on the English language - in order to explore the boundary between strictly academic writing and its popularisation. In particular, this study investigates the use of the gardening metaphor in Blooming English (2002) and Weeds in the Garden of Words (2004): while it can be seen as a mere marketing device, it also reveals the author's identity as a professional academic writer. The analysis shows that Burridge's contacts with the general public as presenter of language segments on ABC Radio have had a considerable impact on her writing, thereby distinguishing her from other scholars in academia. This comparative study of Burridge's early academic work on Germanic languages and her more recent texts for the general public on the English language illustrates to what extent individuality is allowed in academic discourse. Indeed, the socio-pragmatic relevance of the metaphor in question reveals an incompatibility between the author's humorous, engaging manner and academic stylistic norms.
Disentangling the gardening metaphor in Kate Burridge's Language Studies
KERMAS, Susan Annelie
2009-01-01
Abstract
In this chapter I analyse the works by Kate Burridge - an unusual blend of academic writer and author of popular books on the English language - in order to explore the boundary between strictly academic writing and its popularisation. In particular, this study investigates the use of the gardening metaphor in Blooming English (2002) and Weeds in the Garden of Words (2004): while it can be seen as a mere marketing device, it also reveals the author's identity as a professional academic writer. The analysis shows that Burridge's contacts with the general public as presenter of language segments on ABC Radio have had a considerable impact on her writing, thereby distinguishing her from other scholars in academia. This comparative study of Burridge's early academic work on Germanic languages and her more recent texts for the general public on the English language illustrates to what extent individuality is allowed in academic discourse. Indeed, the socio-pragmatic relevance of the metaphor in question reveals an incompatibility between the author's humorous, engaging manner and academic stylistic norms.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
