Academic Writing in Context by Naomi Ragen, Martin Hewings

By Naomi Ragen, Martin Hewings

An exploration of crucial topics in gaining knowledge of and educating using the English language in educational writing. The members 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 * alterations among educational and non-academic textual content * The research of specific textual content forms * version of fashion, constitution and utilization inside of and throughout disciplines * functions of conception within the educating of writing.

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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. However, the idea is not unproblematic, as it implies a causal type of relationship from culture to text, and in so doing, sets up a dichotomy between text and 'culture'.

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. What can we do for these first-year students, particularly since they are immediately responsible for textual and intertextual modeling for the secondary school students in their service learning program?

The notion of hybridisation is helpful in capturing phenomena like 'third cultures', such as world music. Hybridness and thirdness in texts has also been recognised in translation theory. Frawley (1984) talks about translation as 'the third code' arising from the interaction of a source language and a target language, Trosborg (1996) about translations as 'hybrid texts'. This notion of thirdness could be usefully introduced in CR research. It is applicable in any domain where cultures, languages and texts 52 ACADEMIC WRITING IN CONTEXT come in contact — the knowledge and practices of bilinguals or foreign language learners can be seen in terms of a hybrid 'third', and by the same logic also texts produced at cultural boundaries, as for instance academic texts typically are.

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