By Naomi Ragen, Martin Hewings
An exploration of an important issues in learning and educating 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 * modifications among educational and non-academic textual content * The research of specific textual content kinds * edition of fashion, constitution and utilization inside of and throughout disciplines * purposes of conception within the instructing of writing.
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End-weight and fact-based argumentation are familiar in large areas in this part of the world (see for example many studies in Duszak 1997, and Ventola and Mauranen 1996). Yet, implicitness with regard to metatext or personal references does not quite seem to coincide with these two features, so that metatext, for example, is used quite extensively by Germans, and personal references by Swedes (Backhand 1998), while Finns remain low on both. ANNA MAURANEN 49 With these caveats in mind, I would like to move on to the more constructive contribution that Harwood's vertical dimension makes to CR research.
Thus, his discussion (2002) of this topic may be most relevant to the 'transformed practice' issue discussed in this paper. This again demonstrates that Tony can reduce complex textual issues to manageable ones for the classroom, yet not fall into the trap of creating templates or oversimplifying. For those of us in ESP, it has been our good fortune to follow the EAP curricular development led by Tony and his colleagues at Birmingham over the years. A personal note I first 'met' Tony when we co-wrote a paper electronically for the TESOL Quarterly (Johns and Dudley-Evans 1993).
She immediately responded to our queries by noting how important decisions about, and discussions of, methodology,, are in her discipline, particularly considering the current debate about current methodological practices (see Clifford 1986). We may have devoted more time to the methodology section of the RI paper than all other sections: asking students to report in detail about how they discovered aspects of their own families' histories and cultures for their first paper; how they approached the interview at the high schools; how they attempted to incorporate their families' discourses with the interviews with the secondary school students and the other texts from which they drew.