Academic Writing in Context: Implications and Applications by Martin Hewings

By Martin Hewings

This quantity explores a couple of subject matters of present curiosity to these engaged in discovering and instructing educational genres: the social and cultural context of educational writing; transformations among the tutorial and non-academic textual content; the research of specific textual content varieties; version inside and throughout disciplines; and functions of idea within the instructing of writing. The members contain lots of today's such a lot influential students within the sector of educational literacy, operating in a wide selection of tertiary educational contexts in Britain, Finland, Hong Kong, Zimbabwe, Australia and the U.S.. the results may be of relevance to all these engaged in educating educational writing to either local and non-native English conversing scholars in tertiary schooling world wide.

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Extra resources for Academic Writing in Context: Implications and Applications

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What unites these approaches is their emphasis on the social contexts of texts, reflecting the Firthian notion of 'context of situation'. Texts are produced and consumed as part of the text-external social world, which crucially participates in the construction of meaning and values by the texts. From these premises the conclusion is that in order to arrive at an explanation of why texts are the way they are, it is necessary to draw on the social contexts where they occur. 46 ACADEMIC WRITING IN CONTEXT At a general level, this could be taken to imply that texts cannot be used for drawing cultural or social conclusions without independent research into their social determinants.

At the time it occurred to me that it would be useful to discover what the writers of papers for Nature themselves thought was the meaning of this verb. Since then, it has become the custom for papers in Nature to carry an e-mail address for any queries related to the work 58 ACADEMIC WRITING IN CONTEXT reported. Clearly the primary intention was not that the authors should be quizzed on their discourse, but this was too good an opportunity to miss to obtain some supplementary evidence as to the meaning of this verb.

We must assist students to come to terms with both the centrifugal and centripetal forces that influence texts and the perpetuation of genres (see Berkenkotter and Huckin 1995, after Bakhtin 1981). Chapman points out that: Although genre is characterized by regular discourse patterns, it is open and flexible rather than fixed or immutable and reflects the interplay of substance, form, context, and intention. (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?

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