View Content #4821
| Contentid | 4821 |
|---|---|
| Content Type | 1 |
| Title | Book Review: Analysing Academic Writing |
| Body | From http://linguistlist.org/issues/17/17-1310.html EDITORS: Ravelli, Louise J.; Ellis, Robert A. TITLE: Analysing Academic Writing SUBTITLE: Contextualized Frameworks PUBLISHER: Continuum International Publishing Group Ltd YEAR: 2005 Federico D. Navarro, MAEC-AECI PhD Grant Holder; Universidad de Buenos Aires; Universidad de Valladolid INTRODUCTION Another illuminating title of the Open Linguistics Series, Analysing Academic Writing, first published in 2004, was released in 2005 in a paperback edition, certainly more accessible to scholars. The editors, Louise A. Ravelli and Robert A. Ellis, put together a collection of 14 articles covering 280 pages. OVERVIEW All the articles contain common threads that give thick theoretical cohesion to the volume. There is, firstly, a common debt to the Systemic Functional framework, although this varies in centrality in each individual author and article. That the overwhelming number of contributions are from the United Kingdom and Australia is no doubt due to the lively position of this tradition in those areas. Regardless of the theoretical framework and methodology, all articles assume and explore the unavoidable bidirectional relation between text and context. Secondly, academic writing research is inherently linked to the pedagogical practices associated with its teaching, and thus all articles also share a common interest in the applied consequences of their findings. Again, the centrality of the concern about the teaching of academic writing varies within each article. There are, nevertheless, clear common corpora, the articles' third cohesive thread: students' writing, as opposed to expert or ''accomplished'' writing (cf. Connor 1996). The corpora include pre-tertiary, undergraduate -- particularly emphasized -- and postgraduate writing. The editors point out the criteria behind the order of the articles within the book. First there's a group of articles that bring theoretical issues into sharp focus. They can be further divided into two subgroups: the first five articles study the negotiation of interpersonal meanings; the following six articles concentrate on the management of textual resources. The final group of three articles is entirely concerned with pedagogically-oriented research on academic writing. Read the complete review at http://linguistlist.org/issues/17/17-1310.html . |
| Source | LINGUIST List |
| Inputdate | 2006-07-15 17:56:00 |
| Lastmodifieddate | 2006-07-15 17:56:00 |
| Expdate | Not set |
| Publishdate | 2006-07-17 00:00:00 |
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| Active | 1 |
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