By Martin Hewings
This quantity explores a few topics of present curiosity to these engaged in discovering and educating educational genres: the social and cultural context of educational writing; variations among the educational and non-academic textual content; the research of specific textual content forms; version inside of and throughout disciplines; and functions of conception within the instructing of writing. The individuals contain lots of today's such a lot influential students within the zone of educational literacy, operating in a large choice of tertiary educational contexts in Britain, Finland, Hong Kong, Zimbabwe, Australia and the U.S.. the results can be of relevance to all these engaged in educating educational writing to either local and non-native English conversing scholars in tertiary schooling world wide.
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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.
For both of these reasons it is important that editors of academic journals understand cultural variation in texts, and that those 54 ACADEMIC WRITING IN CONTEXT involved in teaching English for academics all over the world have a similar understanding. Moreover, a major challenge ahead for the latter group lies in developing ways of teaching academic writing which are widely accessible but not constrained by any one restricted cultural norm such as the AngloAmerican. From evidence to conclusion: the case of 'indicate that' Tim Johns In 1991 Tony Dudley-Evans and I decided that it would be good for the souls of those of us in the English for Overseas Students Unit to undertake some joint research into the English of scientific research papers, since this is one of the main genres where we try to help our students.
This seems like a simple move; however, though our students read textbooks with headings, they had never subsumed their own written text under headings before because even their high school science teachers tended to follow the lead of the language arts instructors, trained in literature. 2. Writing from varied sources. Achieving successful intertextuality, especially the use of sources, is probably the most common academic challenge that students face in university environments (see Carson et al 1992).
Academic Writing in Context: Implications and Applications by Martin Hewings