Download Academic Writing in Context by Naomi Ragen, Martin Hewings PDF

By Naomi Ragen, Martin Hewings

An exploration of crucial issues in studying 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 U.S.. * The social and cultural context of educational writing * alterations among educational and non-academic textual content * The research of specific textual content kinds * version of favor, constitution and utilization inside and throughout disciplines * functions of thought within the educating of writing.

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Other genres than literary can be considered in a similar manner. Texts bearing the same or similar labels in seemingly comparable (sub-)cultures can be part of different genre systems, or textual polysystems — so for instance genres like 'seminar' or even lecture' may have different definitions and relative positions in undergraduate studies in different, even if superficially similar, university cultures (Mauranen 1994). Polysystem theory, then, focuses on intertextual relationships at the cultural level, in this way embracing Harwood's vertical dimension, and since it originates in translational considerations, its point of departure is inevitably also horizontal.

What complicates matters, however, is that genres or discourses are not unproblematically comparable across cultural boundaries. Scollon (1997), for instance, points out that what is an essay in one culture may be a poem in another. Such an observation is not new — indeed it is a classic problem for translation studies. A systematic and useful conceptualisation of the issues involved is what is known as 'polysystem theory' (Even-Zohar 1990; Toury 1995). Briefly, the idea is that cultures are seen as networks of semiotic and linguistic systems, with literary systems comprising the totality of literary texts in a culture.

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)?

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