By Naomi Ragen, Martin Hewings
An exploration of crucial issues in discovering and educating using the English language in educational writing. The participants are all influential students within the quarter of educational literacy, operating in Britain, western Europe, Asia, Africa and the U.S.. * The social and cultural context of educational writing * transformations among educational and non-academic textual content * The research of specific textual content forms * edition of fashion, constitution and utilization inside and throughout disciplines * purposes of thought within the educating of writing.
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Extra info for Academic Writing in Context
Harwood 1995). In what follows, I shall look into some of these demands and criticisms and assess their value for moving CR onwards, particularly in the context of academic writing. A case study of Contrastive Rhetoric Let me start by presenting an example of a study in Contrastive Rhetoric for illustration. This is my own research (Mauranen 1993) concerning rhetorical differences in the academic texts written by Finnish and Anglo-American researchers. I analysed the use of text reflexivity, or metadiscourse, and 44 ACADEMIC WRITING IN CONTEXT noticed that Finnish writers used considerably less of it than corresponding Anglo-American writers.
For instance, it dealt with academic texts, looked at whole texts, utilised textlinguistic methods, and compared two cultures, one of which was the broadly defined AngloAmerican culture, the dominant culture in today's world. How does such a study fare in terms of description and explanation? I would first like to relate it to Kaplan's classic study (1966/1972), which set off the whole movement of CR and presented the culture-specific ANNAMAURANEN 45 schemata (his 'doodles' as they are fondly known in the profession), representing the paragraph structure in schoolchildren's writing.
Both globalisation and glocalisation are notions borrowed from social sciences, which implies a close connection between research into social and economic systems on the one hand and linguistic and textual (poly)systems on the other. Nevertheless, direct causal relations cannot be expected — globalisation in the economic and social spheres may accelerate cultural and linguistic contacts, but will not determine which textual or linguistic features will transfer. By observing the actual influences we can hope to make sense of them in their social contexts - that is, understand them — but this does not amount to causal predictions or explanations.
Academic Writing in Context by Naomi Ragen, Martin Hewings