
Academic Writing
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Content
- ACADEMIC WRITING INTERCULTURAL AND TEXTUAL ISSUES
- Editorial page
- Title page
- Copyright page
- Table of contents
- Preface
- Acknowledgements
- I. CONTEXT AND GENRE
- Strategic Vagueness in Academic Writing
- Abstract
- 1. Introduction
- 2. Patents, specificity, and innovation
- 3. Discovery and co-discovery
- 4. Implications
- Notes
- References
- Three Hypothetical Strategies in Philosophical Writing
- Abstract
- 1. Prologue
- Introduction
- 2. Tales
- 3. Twin-Earth fantasies
- 4. Imaginary conversations
- 5. Utilitarian explanations
- 6. Deeper explanations
- 7. Conclusion
- Notes
- Source texts
- References
- Occluded Genres in the Academy: The Case of the Submission Letter
- Abstract
- 1. Introduction
- 3. Analysis and results
- 4. Conclusions
- 5. Postscript
- References
- Academic Writing in Computer Science: A Comparison of Genres
- Abstract
- 1. Introduction
- 2. Background to the study
- 3. Writing in Computer Science
- 4. The First-Year Assignment
- 5. The final-year project
- 6. Network facilities and the newsgroup
- 6.1. Newsgroup interaction
- 6.2. Contributions to newsgroups: format and style
- 7. Conclusion
- Note
- Sources of Data (in addition to extracts from assignments)
- References
- Appendix 1
- Appendix 2
- The Hidden Curriculum of Technology for Academic Writing Toward a Research Agenda
- Abstract
- 1. Introduction: The problem
- 2. Backgrounds I: Needs analysis
- 2.1. Research processes
- 2.2. Writing processes
- 2.3. Notions of coherence
- 2.4. Notions of grounding
- 2.5. Sub-total: Academic writing as a form of reflection
- 3. Backgrounds II: Intellectual histories
- 3.1. The history of word processing
- 3.2. The history of idea processing
- 3.3. The history of hypertext
- 4. Empirical findings
- 5. Issues for research
- 6. Summary
- Note
- References
- II. CULTURE AND TEXTUALITY
- Look in thy Heart and Write" Students' Representations of Writing and Learning to Write in a Foreign Language
- Abstract
- 1. Introduction: 'representations'
- 2. Methodology for the investigation of representations
- 3. Categories for the description of learners' representations of writing and learning to write
- 3.1. Representations of the writing process
- 3.2. Representations of the speech-writing relationship
- 3.3. Representations of the relationship between writing and personal identity
- 3.4. Representations of different text-types and genres
- 3.5. Representations of the relationship between 'grammar' and writing
- 3.6. Representations of learning-to-write
- 3.7. Representations concerning the sociolinguistic status of writing in English
- 3.8. Representations of characteristics which are regarded as L2-specific
- 4. Why investigate learners' representations?
- 5. Pedagogical implications
- Notes
- References
- Academic Writing in Czech and English
- Abstract
- 1. Introduction
- 2. Speech community and discourse community
- 3. Discourse community and the language-and-culture problem
- 4. Reception of norms of a discourse community
- 5. Czech and English writing cultures
- 5.1. Writing in theoretical linguistics
- 5.2. Applied linguistics and pedagogical disciplines
- 5.3. Academic writing against the background of stylistics
- 5.4. Historical circumstances
- 5.5. Cultural inclinations
- 6. English research articles written by Czech scholars
- 7. Adigression
- 8. Conclusion
- References
- Packing and Unpacking of Information in Academic Texts
- Abstract
- 1. Introduction
- 2. Lexical denseness in texts
- 3. FL-writers' 'academic style' and lexical denseness
- 3.1. Lexical denseness: an example of a diffused text
- 3.2. Lexical denseness: an example of a dense text
- 3.3. Lexical denseness and readers 'judgements
- 4. Manipulating information in texts: packing and unpacking grammatical metaphors
- 4.1. Packing of information: simple, congruent coding
- 4. 2. Packing of information: complex, congruent coding
- 4. 3. Packing of information: incongruent, metaphorical coding
- 4. 4. Unpacking of information
- 5. Conclusion
- Notes
- References
- APPENDIX 1.
- Discourse Competence - Evidence from Thematic Development in Native and Non-native Texts
- Abstract
- 1. Introduction
- 2. Materials
- 3. Problems in L2 theme use and its description
- 3.1. Theme in a sentence
- 3.2. Theme in a passage
- 3.3. Theme and rheme in a passage
- 3.4. Variants of theme
- 4. Assumptions about thematic progression
- 4.1. Background
- 4.2. Hypotheses about thematic progression
- 5. Results
- 5.1. Breaking the patterns
- 6. Summary and conclusions
- References
- Learning Discipline-Specific Academic Writing: A Case Study of a Finnish Graduate Student in the United States
- Abstract
- 1. Overview
- 2. The Study
- 2.1. Overview
- 2.2. Research questions
- 2.3. The setting
- 2.4. The student
- 2.5. Method
- 2.6. Data analysis
- 2.7. Summary of findings
- 3. Conclusion
- References
- Appendix A
- Appendix B
- Appendix C
- Appendix D
- Name Index
- Subject Index
- The series Pragmatics & Beyond New Series
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