Academic Writing in Context

This volume explores a number of themes of current interest to those engaged in researching and teaching academic genres: the social and cultural context of academic writing; differences between the academic and non-academic text; the ...

Author: Martin Hewings

Publisher: Bloomsbury Publishing

ISBN: 9781441163509

Category: Language Arts & Disciplines

Page: 256

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This volume explores a number of themes of current interest to those engaged in researching and teaching academic genres: the social and cultural context of academic writing; differences between the academic and non-academic text; the analysis of particular text types; variation within and across disciplines; and applications of theory in the teaching of writing. The contributors include many of today's most influential scholars in the area of academic literacy, working in a wide variety of tertiary academic contexts in Britain, Finland, Hong Kong, Zimbabwe, Australia and the United States. The implications will be of relevance to all those engaged in teaching academic writing to both native and non-native English speaking students in tertiary education around the world.

Put it in Writing

In this book a carefully selected group of imaginative, persuasive and informative texts, suitable for use across the primary years, are deconstructed and presented as starting points for students to compose a range of different types of ...

Author: Joanne & Rushton Rossbridge (Kathleen)

Publisher:

ISBN: 1925132218

Category:

Page:

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Academic Writing in Context

A second theme is the value of genre analysis , particularly in the form developed by John Swales ( see for example Swales 1990 ) as a foundation for analysing surface features of texts and relating these to their social contexts .

Author: Martin Hewings

Publisher: A&C Black

ISBN: 0826481310

Category: Language Arts & Disciplines

Page: 250

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Explores a number of themes of interest to those engaged in researching and teaching academic genres. This book is of interest to students on Master's programmes in Teaching English as a Second Langauge and Applied Linguistics, and to scholars researching issues of academic literacy.

Writing in Context s

Classroom writing may index a variety of social worlds these classrooms contain, each being associated with its own requirements ... By situating readers and writers within a given or ready-made context, the writing conference (Connor, ...

Author: Triantafillia Kostouli

Publisher: Springer Science & Business Media

ISBN: 9780387242507

Category: Education

Page: 280

View: 229

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The premise that writing is a socially-situated act of interaction between readers and writers is well established. This volume first, corroborates this premise by citing pertinent evidence, through the analysis of written texts and interactive writing contexts, and from educational settings across different cultures from which we have scant evidence. Secondly, all chapters, though addressing the social nature of writing, propose a variety of perspectives, making the volume multidisciplinary in nature. Finally, this volume accounts for the diversity of the research perspectives each chapter proposes by situating the plurality of terminological issues and methodologies into a more integrative framework. Thus a coherent overall framework is created within which different research strands (i.e., the sociocognitive, sociolinguistic research, composition work, genre analysis) and pedagogical practices developed on L1 and L2 writing can be situated and acquire meaning. This volume will be of particular interest to researchers in the areas of language and literacy education in L1 and L2, applied linguists interested in school, and academic contexts of writing, teacher educators and graduate students working in the fields of L1 and L2 writing.

Situated Literacies

This is a varied collection of key writings from leading international scholars in the field of literacy. It makes a timely and important contribution to literary practices - essential reading for anyone involved in literary education.

Author: David Barton

Publisher: Psychology Press

ISBN: 0415206715

Category: Language Arts & Disciplines

Page: 222

View: 120

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This is a varied collection of key writings from leading international scholars in the field of literacy. It makes a timely and important contribution to literary practices - essential reading for anyone involved in literary education.

Writing in Context

Writing in Context: Paragraphs and Essays offers the same innovative approach to the process of writing paragraphs and essays as Kirszner and Mandell's widely adopted Writing First -- but in a smaller, convenient worktext format.

Author: Kirszner & Mandell

Publisher: Turtleback Books

ISBN: 1417732067

Category: Language Arts & Disciplines

Page:

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Writing in Context: Paragraphs and Essays offers the same innovative approach to the process of writing paragraphs and essays as Kirszner and Mandell's widely adopted Writing First -- but in a smaller, convenient worktext format.

Good Writing in Cross Cultural Context

Yet to enforce the standard of good writing by supplying feedback on student writing, whether in the form of a summary grade or cautiously phrased commentary, has been a major part of teaching writing, and will continue to be so.

Author: Xiao Ming Li

Publisher: SUNY Press

ISBN: 0791426807

Category: Literary Criticism

Page: 142

View: 635

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Writing comments on student papers is a time-honored and widely accepted practice in writing classrooms in most countries. Teachers offer text-specific advice to each student and communicate to the student writer, among other things, the criteria of good writing. A close look at the teacher's comments, therefore, reveals the criteria with which teachers measure student papers. This study builds a dialogue between teachers of writing in China and America on what "good writing" is, revealing the fact that "good writing" resides not just with student texts, but with the teachers who read and judge student papers.

A Thousand Words

This sentence- to - paragraph writing text uses timely themes, provocative readings, and interesting photographs to help students develop their writing skills.

Author: Andrew J. Hoffman

Publisher: Heinle

ISBN: 0155112627

Category: Education

Page: 318

View: 183

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This sentence- to - paragraph writing text uses timely themes, provocative readings, and interesting photographs to help students develop their writing skills.

Twenty Writing Assignments in Context

similarly, students may need support in thinking through the criteria writers should consider when deciding whether and how to use resources ... the CRaaP test), but these sometimes do not include more rhetorical, contextual concerns.

Author: Melissa Bender

Publisher: McFarland

ISBN: 9781476627298

Category: Literary Criticism

Page: 288

View: 984

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 Twenty original, classroom-tested assignments: This innovative collection of college writing assignments explores the practical applications of each lesson. Drawing upon current best practices, each chapter includes a discussion of the rationale behind the assignment, along with supplemental elements such as guidelines for evaluation, prewriting exercises and tips for avoiding common pitfalls. The assignments are designed for a range of courses, from first-year composition to upper-division writing in various disciplines.

How the Writing Context Shapes College Students Strategies for Writing from Sources

How the Writing Context Shapes College Students ' Strategies for Writing from Sources By Jennie Nelson and John R. Hayes Carnegie Mellon The most common college - level writing assignments that students encounter across the curriculum ...

Author: Jennie Nelson

Publisher:

ISBN: STANFORD:36105033229472

Category: Composition (Language arts)

Page: 22

View: 190

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Professional Academic writing in Global Context

context. Orientation I how speakers/hearers, readers/writers orient to specific bits of discourse Scales I metaphors such as 'scale-jumping' and 'out-scaling' help make visible hierarchies of norms and evaluations across time and space, ...

Author: Theresa Lillis

Publisher: Routledge

ISBN: 9781136977510

Category: Language Arts & Disciplines

Page: 224

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Academic Writing in a Global Context addresses the issue of the pressure on academics worldwide to produce their work in English in scholarly publishing, and why the growth of the use of academic English matters. Drawing on an eight year ‘text-ethnographic’ study of the experiences of fifty scholars working in Europe, this book discusses these questions at both a macro and micro level – through discussions of knowledge evaluation systems on all levels, and analysis of the progress of a text towards publication. In addition to this, case studies of individual scholars in their local institutions and countries are used to illustrate experiences of using English in the academic world. Academic Writing in a Global Context examines the impact of the growing dominance of English on academic writing for publication globally. The authors explore the ways in which the global status attributed to English is impacting on the lives and practices of multilingual scholars working in contexts where English is not the official language of communication and throws into relief the politics surrounding academic publishing. This book will be of interest to postgraduates and professionals in the fields of World Englishes, language and globalization and English Language Teaching.

Syllabic Writing on Cyprus and Its Context

Apart from the lack of a convincing context in which this might have happened, there are just too many unknowns. ... Moreover, we cannot, it seems to me, simply and confidently appeal to the apparent antiquity of Cretan writing as long ...

Author: Philippa M. Steele

Publisher: Cambridge University Press

ISBN: 9781107026711

Category: Foreign Language Study

Page: 191

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Interdisciplinary treatment of syllabic writing in ancient Cyprus and an invaluable resource for anyone studying Cypriot epigraphy or archaeology.

L2 Writers Perspectives on Writing in the L2 Context

The findings suggest educators need to increase their awareness that L2 writers bring their perspectives on writing from the L1 context and that these perspectives are tentative because L2 writers acquire mixed perspectives from the L1, L2, ...

Author: Megumi Abe

Publisher:

ISBN: OCLC:48092676

Category:

Page: 620

View: 315

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Abstract: Most of the existing research on L2 writing to date makes comparisons between L1 and L2 or between NSs and NNSs. There is relatively little research to date, that views L2 learners as L2 users (writers) who have multi-competent knowledge and explores L2 writers' perspectives on good writing in the L2 context. The overall purpose of this study is twofold. The first purpose is to explore the international Japanese undergraduate and graduate students' perspectives on good writing and examine the factors that affect L2 writers' perspectives on good writing in the L2 context from three different contexts: the L1 context; the L2 context; and the future context. This study also explores whether these L2 writers' perspectives on writing change during their first academic year in the U.S. The second purpose is to examine what is useful for L2 writers from their own perspective and meet the needs of L2 writers with regard to their own goals and experiences as L2 writers. This research was a longitudinal case study of six Japanese students during their first academic year in the U.S. Data consist of interviews, observations, examination of participants' writing, and discussions about model writing the participants considered "good writing." The data revealed individual differences among the L2 writers regarding how much they struggled with adjusting to L2 and how much their L1 perspectives transferred to their L2 writing and changed. Furthermore, L2 writers' confidence in L1 writing transferred directly to their confidence in L2 writing at the beginning: the participants with more writing experiences in L1 perceived themselves as better writers and had more confidence in L1 writing than those with less L1 writing experience. However, their confidence level seemed to have changed later in the year. The findings suggest educators need to increase their awareness that L2 writers bring their perspectives on writing from the L1 context and that these perspectives are tentative because L2 writers acquire mixed perspectives from the L1, L2, and future contexts, thus becoming multi-competent.