By Martin Hewings
This quantity explores a few issues of present curiosity to these engaged in gaining knowledge of and instructing educational genres: the social and cultural context of educational writing; ameliorations among the tutorial and non-academic textual content; the research of specific textual content kinds; edition inside and throughout disciplines; and functions of thought within the instructing of writing. The individuals comprise a lot of today's so much influential students within the quarter of educational literacy, operating in a wide selection of tertiary educational contexts in Britain, Finland, Hong Kong, Zimbabwe, Australia and the U.S.. the consequences can be of relevance to all these engaged in instructing educational writing to either local and non-native English conversing scholars in tertiary schooling around the globe.
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Additional resources for Academic Writing in Context: Implications and Applications
G. 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.
In particular, does its meaning signal that the conclusion to be drawn from the evidence is certain (cf. show, demonstrate) or that it has a degree of uncertainty (cf. suggest)? To use a recently popular concept, does it represent a degree of hedging on the part of the writer (see for example Hyland 1998a)? Two pieces of evidence from the extended context in which indicate is used are relevant here. The first relates to the co-occurrence of adverbial intensifiers. The verbs show and demonstrate show nine examples of the intensifier clearly but none of the intensifier strongly; suggest on the other hand shows eight examples of strongly but none of clearly.
One way of avoiding this (at the macro level) is to take on board issues of glocalisation and hybridisation. It is, however, excessively sanguine to believe that in this way, or any other, we should understand texts 'fully'. The possibilities for analysis are in principle infinite. What I want to emphasise is that the social context of a text improves understanding rather than explanation. For academic texts, globalisation has meant an increasing need for intercultural communication and understanding, even though the academic world has been international for much longer than the current wave of globalisation.