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Academic Writing in Context by Naomi Ragen, Martin Hewings

By Naomi Ragen, Martin Hewings

An exploration of an important topics in discovering and instructing using the English language in educational writing. The participants are all influential students within the sector of educational literacy, operating in Britain, western Europe, Asia, Africa and the us. * The social and cultural context of educational writing * changes among educational and non-academic textual content * The research of specific textual content kinds * edition of favor, constitution and utilization inside and throughout disciplines * purposes of idea within the educating of writing.

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Thus, we had a number of opportunities to appreciate and discuss the diverse nature of our immediate worlds — and to use academic concepts and texts to write about this diversity. 1 The first major paper the students wrote was about the cultures and traditions of their own families or, as one student (Lailah) put it, about 'the culture I never thought I had'. The secondary school students' cultures, which our students explored through interviews, were different from their own, yet in many cases closer to our students' experiences than were the academic cultures of the university.

Closer to our own field, Scollon (1997) has voiced comparable demands. He appeals to Panofsky's classic essay on Gothic architecture from the early 1950s, and demands of research in CR that it look beyond the writing of students and into structures of architecture, music, advertising, etc. The vertical dimension Taking the vertical dimension on board thus requires that we find 'explanation' for text patterns in the rest of the culture; that is, in those domains of culture that are not the one currently investigated.

Hyland 1998a) in ways that would indicate the students' limited data set. Those who operate outside of American English essay contexts may not understand how difficult it is to encourage students to break their belief that they have to 'prove' a thesis stated in the introduction - but it is difficult! Hedging, of course, brought us to the issue of audience, of understanding the ways in which they can 'talk' to instructors and peers about their findings. JOHNS 39 4 . ), we designed a scaffolding program within the curriculum, one that required students to prepare a paper plan based upon the IMRD format, complete a thorough methodology section, complete the data analysis and discussion, and finally, write several drafts of the paper.

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