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This monograph deals with English academic discourse and focuses on some of its constitutive features. Although a variety of particular topics are addressed, the volume is largely centred on three standards of textuality, namely intertextuality, coherence, and informativity. In this book, all these standards meet in the Global Theme, which is grasped here uniquely as a cluster of relevant features – embodied by the titles, lists of keywords and their in-text use, and further developed through diverse academic subgenres, through paragraph themes and enhanced by integrating relevant citations. This monograph explores written academic discourse exclusively. It is firmly established on the systematic investigation of authentic data drawn from the discourse of the humanities. The book profiles stylistic, text linguistic and discourse analyses, employing a range of relevant theories, including the Functional Sentence Perspective, and thus indirectly verifying their viability. All the chapters provide quantitative as well as qualitative analyses of data, striving to achieve an appropriate balance and to interpret the findings functionally. From the epistemological viewpoint, all of the studies involved in the monograph are rooted in the Prague functionalist tradition, naturally enriched by modern approaches from world linguistics.

Attaching a set of keywords has become a norm, or a convention at least, in most academic publications. Surprisingly, these prominent items, encoding the Global Theme of academic discourse and fulfilling numerous other functions, have yet to receive adequate linguistic attention. In syntactic terms they tend to be rather uniform, realized mostly by isolated nouns or by noun phrases (Pípalová 2017). This paper seeks to explore their in-text use (iteration) and FSP standing in authentic research articles. The work, which is part of a larger study, is framed in terms of two objectives. Firstly, it looks at varying frequencies of keyword items and at their distribution across the diverse parts of research articles. Secondly, examining both their explicit and implicit realizations, the paper strives to verify their thematic status in individual sentences. Established on a specialized corpus of recent academic articles drawn from peer-reviewed international journals, the paper attempts to balance quantitative and qualitative research and to correlate the operation of keywords at micro- and macrotextual levels. The results of the study should enrich FSP research and may also have practical relevance for Academic writing courses.

Monografie se věnuje anglickému odbornému diskursu a zaměřuje se na několik jeho zásadních rysů. Ačkoli probírá celou řadu dílčích témat, kniha se zabývá především třemi standardy textuality, a sice intertextualitou, koherencí a informativitou. V publikaci se všechny tyto standardy protínají v globálním tématu, které je zde jedinečně uchopeno jako soubor relevantních rysů – je ztvárněno v titulech, v klíčových slovech a jejich výskytu v samotném textu a rozvíjí se v jednotlivých odborných subžánrech, tématech odstavců a dále se prohlubuje zahrnutím relevantních citací. Tato monografie se věnuje výhradně psanému odbornému diskursu. Soustavně vychází z analýzy autentických dat diskursu humanitních věd. Publikaci profilují především stylistické, textově-lingvistické a diskursní analýzy, které čerpají z celé škály relevantních teorií včetně aktuálního členění větného, čímž nepřímo ověřují jejich nosnost. Všechny kapitoly předkládají kvantitativní i kvalitativní analýzu dat, mezi těmito pohledy usilují o rovnováhu a pokoušejí se vždy o funkční interpretaci zjištění. Z epistemologického hlediska jsou všechny studie zahrnuté do této publikace pevně spjaty s funkčně strukturalistickou tradicí Pražské školy, která je přirozeně obohacena o moderní přístupy ze světové lingvistiky.

Research into lexical issues has been one of the most rapidly growing areas of second language acquisition studies in recent years, and understandably so: the importance of vocabulary can hardly be denied. Words are the key to every instance of communication, both spoken and written. This volume concentrates on vocabulary in written language, mostly in academic settings. The writers of the chapters come from different countries and universities, and, naturally, represent their own academic backgrounds, though they all share a common interest in investigating the characteristics of L2 lexis as it manifests itself in the written production of students at various stages of their language learning careers. The target language (L2) in the studies reported in the volume is English, except in one study on the lexical competence of multilingual learners of French. The subjects' native languages include Czech, Danish, Finnish, Hungarian, and Swedish, thus representing several different language families. Each chapter constitutes an independent unit, but together the studies reported in them give the reader a varied and extensive picture of lexical issues in L2 writing. The authors approach their topics from different perspectives and use diverse research methods, adding to the multifaceted nature of the volume. The book will be of interest to researchers, educators and students of second language acquisition and applied linguistics.

Renata Pípalová: ON NARROW AND BROAD P-THEME PARAGRAPHS This paper follows in principle the paragraph typology pioneered by Mathesius (1942/1982) and Daneš (1995). In this study the original paragraph types are established on a wider range of tentative criteria which include at least the relationship between the Paragraph Theme and the (FSP) themes, (i.e., the degree of in/stability of choices from the Thematic area, affecting the range of the thematic Discourse Subjects and their variability across the paragraph); the types, arrangement and hierarchy of thematic progressions; the type of thematic paradigm (the cohesive ties and means involved in thematic units); the role assigned to thematic progressions and cohesive links (their incidence); and the placement and characteristics of the Paragraph Theme exponents. Furthermore, the paper posits a decisive opposition between the two paragraph supratypes – viz. narrow and broad Paragraph Theme ones. These two major types of paragraphs represent two opposite ends of a relatively continuous cline and epitomize two radically different configurations of features following from the above criteria. The choice between the two constructional patterns, however, is determined primarily by the author's intent, including the manner of his/her presentation of the particular content. What is more, given the recursive tendencies in the build-up of texts, the concepts of narrow vs. broad Theme may be extended to apply virtually to any level of macrotextual build-up.

It is well-recognized that in Research Articles (RAs) a custom has developed whereby the authors identify the Global Theme in a dual manner — by title, and by a set of keywords (KWs; for more, see, e.g., Pípalová, 2017, here Chapter 3). This practice, intriguing in its own right, was considered ideal for the purposes of a research project aiming to explore the interrelationships between diverse T/themes operating at various levels in a hierarchy. Unlike academic titles, whose numerous aspects have been researched thoroughly for over 30 years, the part played by keywords has been largely neglected. Most of the scholarly

In line with most research in English for academic purposes (EAP) (see, e.g., Swales, 1990; Bhatia, 1993; Hyland, 2000, 2006; etc.), this chapter investigates written academic discourse exclusively. More specifically, it studies its manifest intertextuality as it is shown in reporting. Reporting (direct speech, reported speech, citing, quoting, represented discourse, etc.; see, e.g., Leech & Short, 1981/2007; Fludernik, 1993; Lipson, 2006; Hoffmannová, 2008; Keizer, 2009; Brendel, Meibauer, & Steinbach, 2011; Johansen, 2011; Pípalová, 2012) constitutes one of the defining characteristics of academic discourse, and serves a number of functions. To name but a few, it displays the writer’s concern for