Abstract Genre analysis is a powerful pedagogy to foster doctoral students' awareness of academic writing conventions and variation. Nonetheless, concerns remain about the risks of promoting rhetorical ‘painting by numbers’, with writers glumly surrendering agency and authorial voice. Recent reappraisals of genre pedagogy encourage fostering genre manipulation, innovation, and play. We examine whether genre pedagogy can indeed promote conscious manipulation and even playfulness of academic genres, or at least an enhanced sense of control over conventions. Data from interviews with 30 doctoral students in Science, Technology, Engineering and Mathematics (STEM) collected over a two-year period were analyzed to extract comments pertaining to deliberate authorial choices, unconventionalities in writing or writing processes, and positive shifts in writing perceptions. The findings reveal students' appreciation of genre awareness and a sense of control from knowledge of genre conventions, affording them agency in their writing. Crucially, students do not appear to surrender to standardization, but are instead agentive and metacognitive in their approach to writing, using their genre knowledge to compose, manipulate, and critique their genres.

中文翻译：

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英语用于特定的趣味性？科学、技术、工程和数学领域的博士生如何操纵体裁

摘要 体裁分析是一种强大的教学法，可以培养博士生对学术写作惯例和变异的意识。尽管如此，人们仍然担心推动修辞“用数字绘画”的风险，作家们闷闷不乐地放弃了代理和作者的声音。最近对流派教学法的重新评估鼓励培养流派操纵、创新和游戏。我们研究了体裁教学法是否确实可以促进有意识的操纵甚至学术体裁的趣味性，或者至少可以增强对惯例的控制感。对两年内收集的对科学、技术、工程和数学 (STEM) 领域 30 名博士生的采访数据进行了分析，以提取与故意作者选择、写作或写作过程中的非常规、以及写作观念的积极转变。调查结果揭示了学生对体裁意识的欣赏和对体裁惯例知识的控制感，为他们的写作提供了动力。至关重要的是，学生似乎并没有屈服于标准化，而是在他们的写作方法中具有主动性和元认知性，利用他们的体裁知识来创作、操纵和批评他们的体裁。