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TIM JOHNS, English for International Students Unit, University of Birmingham. JOHNS, Department of Rhetoric and Writing, San Diego State University. THOMAS HUCKIN, Department of English, The University of Utah. MARTIN HEWINGS, English for International Students Unit, University of Birmingham. ANN HEWINGS, Centre for Language and Communication, The Open University.
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WILLIE HENDERSON, School for Professional and Continuing Education, University of Birmingham. FEAK, English Language Institute, University of Michigan. HELEN DRURY, The Learning Centre, University of Sydney. THOMAS BLOOR, Language Studies Unit, Aston University. MERIEL BLOOR, Centre for English Language Teacher Education, University of Warwick. BHATTA, Department of English and Communication, City University of Hong Kong.
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DIANE BELCHER, ESL Programs, The Ohio State University. FeakĬHARLES BAZERMAN, Department of Education, University of California, Santa Barbara. Reflections on collaborative practice in EAP materials production John M, Swales and Christine B. There'll be some changes made: predicting future events in academic and business genres MerielBloor and Thomas BloorĪnticipatory 'it' in academic writing: an indicator of disciplinary difference and developing disciplinary knowledge Ann Hewinss and Martin Hewings Introductory textbooks and disciplinary acculturation: a case study from social anthropology Alison LoveĬyberdiscourse, evolving notions of authorship, and the teaching of writing Diane BelcherĮxemplification strategy in Adam Smith's Wealth of Nations Willie HendersonĪctive verbs with inanimate subjects in scientific research articles Peter Master What kind of genres are they? Helen Drury Short answers in first-year undergraduate science writing. 'In my opinion': the place of personal views in undergraduate essays Greg MyersĦ ACADEMIC WRITING IN CONTEXT Analysing genre: some conceptual issues Vijay K Bhatia Johnsĭescriptions or explanations? Some methodological issues in Contrastive Rhetoric Anna Mauranenįrom evidence to conclusion: the case of 'indicate that' Tim Johns The future is with us: preparing diverse students for the challenges of university texts and cultures Ann M. Typeset by Book Production Services, London,ĭistanced and refined selves: educational tensions in writing with the power of knowledge Charles Bazerman ISBN 1-90 British Library Cataloguing in Publication data A CIP catalogue record for this book is available from the British Library Printed in Great Britain by MPG Books Limited, Bodmin. Except for the quotation of short passages for the purposes of criticism and review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publisher. First published in the United Kingdom by The University of Birmingham Press, Edgbaston, Birmingham, BI5 2TT, UK. THE UNIVERSITY OF BIRMINGHAM UNIVERSITY PRESSĬopyright © University of Birmingham Press 2001 While copyright in the volume as a whole is vested in the University of Birmingham Press, copyright in individual chapters belongs to their respective authors, and no chapter may be reproduced wholly or in part without the express permission in writing of both author and publisher. Academic writing in context Implications and applications Papers in honour of Tony Dudley-Evans