Semantic Models in English Academic Text

The paper aims to identify semantic models in English academic texts. The topicality of the paper is due to the study of structure of academic text that contributes to the realization of its cognitive potential. It describes structural models of academic text at the conceptual and linguistic levels. Semantic models correspond to the conceptual level and reflect the text contents. Semantic models differ in the ways they develop the text topic. The paper identifies semantic models of specification (argumentation), explanation and additional information. These models correlate with the levels of knowledge categorization, basic, subordinate and superordinate, studied by cognitive linguistics. Language models include methods of cohesion and formulating sentence theme. Analysis of semantic and language models demonstrates that specifying and explaining models are more common. It concludes that the categories of subordinate and basic levels of knowledge predominate in this type of English academic texts.