Green, SJ orcid.org/0000-0002-3245-2605 (2016) Teaching disciplinary writing as social practice: moving beyond ‘text-in-context’ designs in UK Higher Education. Journal of Academic Writing, 6 (1). ISSN 2225-8973
Abstract
This paper concerns the teaching of disciplinary academic writing in Higher Education in the UK and is motivated by the need to identify an EAP instructional design that will facilitate student writers’ engagement with disciplinary writing as a situated social practice. In the paper I describe and critique what I characterise as a ‘text-in-context’ genre-based pedagogy influential in EAP provision in the UK, and then sketch out the broad parameters of a ‘social practice’ instructional design, enactable within the context of UK Higher Education.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | Licensed under the Creative Commons License "Attribution-NonCommercial No Derivs 4.0 International" (CC BY-NC-ND 4.0) which permits others to use the publication as long as the authors are appropriately cited. |
Keywords: | genre-based pedagogy; social practice; academic writing |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 20 Sep 2016 14:06 |
Last Modified: | 17 Jun 2020 21:03 |
Published Version: | https://doi.org/10.18552/joaw.v6i1 |
Status: | Published |
Publisher: | European Association for the Teaching of Academic Writing |
Identification Number: | 10.18552/joaw.v6i1.286 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:104843 |