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Books > Language & Literature > Language teaching & learning (other than ELT)
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What Makes Writing Academic - Rethinking Theory for Practice (Hardcover)
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What Makes Writing Academic - Rethinking Theory for Practice (Hardcover)
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This open access book argues that what makes writing academic
emerges from socio-academic and historical practices rather than
conventionalised stylistic, linguistic or syntactic forms. Using a
critical realist lens, it re-imagines academic writings as
21st-century open systems that change according to affordances
perceived by writers. By re-imagining how, which and whose
knowledge emerges, conceptual spaces are created whereby writing
practices can be pluralised and democratised. Academic
communication hinges on being able to write in certain forms but
not others, which risks excluding knowledge that may lend itself to
alternative forms of representation, such as dialogues, chronicles,
manifestos, blogs, poems and comics. Moreover, because academic
ability tends to be misleadingly conflated with writing ability,
limiting how the academy writes to a relatively narrow set of forms
(such as the traditional essay or thesis) may be preventing a range
of abilities from emerging. Standardised forms require abstracts,
introductions, main bodies and conclusions that are also
predominantly monolingual and monomodal: this can narrow, distort,
constrain or flatten epistemic representation, leading to a range
of epistemic losses (as well as gains). Based on examples from a
range of academic writers, including students, and drawing on the
history of academia, philosophy, socio-semiotic research,
integrational and sociolinguistics as well as studies in multimodal
and visual thinking, the book proposes that academic writings be
re-imagined as multimodal artefacts that allow a wider range of
epistemic affordances to emerge. The ebook editions of this book
are available open access under a CC BY-NC-ND 4.0 licence on
bloomsburycollections.com. Open access was funded by Knowledge
Unlatched.
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