Academic Writing in Context by Naomi Ragen, Martin Hewings

By Naomi Ragen, Martin Hewings

An exploration of an important topics in studying and educating using the English language in educational writing. The participants are all influential students within the region of educational literacy, operating in Britain, western Europe, Asia, Africa and the U.S.. * The social and cultural context of educational writing * adjustments among educational and non-academic textual content * The research of specific textual content forms * version of favor, constitution and utilization inside and throughout disciplines * functions of conception within the instructing of writing.

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4. How can we encourage these students to appreciate the multi-modal nature of literacy: uses of technology, of visuals, and of oral and written discourses, when, in many cases, their economic situations and their underserved schools have not provided them with an array of technological and sophisticated assessment experiences? 5. How can we assist students to 'critically frame' what they have experienced? To come to terms with 'where they stand in relation to the historical, social, cultural, political, ideological, and value-centered relations of particular systems of knowledge and social practice' (Cope and Kalantzis 2000: 34)?

We might also say that the reader written into a Finnish text is much more patient than the one written into an Anglo-American text, the Finn's reader having to wait for the main import of the text to emerge gradually. The different reader—writer constructions seemed to derive from different traditions of textual etiquette or politeness. While a Finnish writer wishes to show respect for the reader's intelligence and knowledge, and therefore avoid stating the obvious, the Anglo-American writer respects the reader's time and effort, trying to make the text easily palatable.

Capturing this is fundamentally a matter of textual description, whose goal is understanding texts and cultures rather than explaining them. Conclusion I have been arguing that CR is in need of methodological development, which has not been a very strong point in its history, given that it has originated in fundamentally applied considerations. Clearly, one of the domains where CR has continued to attract interest has been academic writing at all levels, and there is no obvious end to this in sight, as academic texts continue to be written in a variety of cultural contexts, and at the same time they increasingly interact with texts from other cultural contexts.

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