By Naomi Ragen, Martin Hewings
An exploration of an important issues in studying and educating using the English language in educational writing. The participants are all influential students within the quarter of educational literacy, operating in Britain, western Europe, Asia, Africa and the U.S.. * The social and cultural context of educational writing * transformations among educational and non-academic textual content * The research of specific textual content varieties * edition of fashion, constitution and utilization inside of and throughout disciplines * purposes of conception within the educating of writing.
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Extra resources for Academic Writing in Context
Thankyou for your question — it touches on a critical issue in science. It is a good question. I am very mindful of the exact phrasing I use when discussing the conclusions or implications of my observations. Not all scientists are so rigorous in choosing their wording.
And the local is also global: for instance, the originally European notion of a nation state, which is a prototypical example of localised identity, has spread around the world with its associated set of concepts which remain astonishingly similar — thus the discourses of locality have become global. Glocalisation also reflects the conceptualisation of cultures as hybrid phenomena in themselves. The notion of hybridisation is helpful in capturing phenomena like 'third cultures', such as world music.
1994: 349) How do we assist students to adapt, negotiate and revise the genres they know — and to experiment with those they do not know but must process or produce? How do we help students to work with the knowledge that 'text reconstructs ... a world' (Kress 1995: 51), and that rhetorical context causes texts to differ? JOHNS 37 novice university students in the United States, since many have not yet definitely fixed upon a major where genres may be more well defined and identifiable. As Dudley-Evans (2002) points out, most undergraduate papers that students are assigned are 'problematic' in that they are not well defined, or well modeled, by faculty.
Academic Writing in Context by Naomi Ragen, Martin Hewings