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In the past few decades, sustained and overwhelming research
attention has been given to EAL (English as an Additional Language)
scholars’ English writing and publishing. While this line of
research has shed important light on the scene of global knowledge
production and dissemination, it tends to overlook the less
Anglicized and more locally bound disciplines located at the
academic periphery. This book aimed to fill the gap by examining
the academic enculturation experiences of Chinese archaeologists
through the lens of their disciplinary writing. Consisting of a
situated genre analysis and a multi-case study, the textographic
study disclosed the immense complexity of archaeologists’ texts,
practices and identities. Important implications were generated for
writing researchers and teachers as well as archaeologists and
other HSS (the humanities and social sciences) scholars. This book
would make a valuable reading for researchers and students of
disciplinary/academic writing, second language writing and literacy
studies.
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