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Series editors' preface | |
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Acknowledgements | |
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How to use this book | |
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Introduction | |
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Introduction | |
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Conceptions and Controversies | |
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Specific or general academie purposes? | |
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Study skills or academic literacy? | |
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Lingua franca or Tyrannosaurus rex? | |
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Pragmatism or critique? | |
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Literacies and Practices | |
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Discourses, communities and cultures | |
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Genre analysis and academic texts | |
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Corpus analysis and academic texts | |
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Ethnographically oriented analysis and EAP | |
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Design and Delivery | |
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Needs and rights | |
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Development and implementation | |
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Methodologies and materials | |
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Feedback and assessment | |
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Extension | |
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Conceptions and Controversies | |
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Specific or general academic purposes? | |
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Initiating ESL students into the academic discourse community: how far should we go? | |
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Specificity revisited: how far should we go now? | |
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Study skills or academic literacy? | |
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Student writing and staff feedback in higher education: an academic literacies approach | |
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Lingua franca or ryrannosauros rex? | |
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English as Tyrannosaurus rex | |
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Pragmatism or critique? | |
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Pragmatist discourse and English for Academic Purposes | |
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Vulgar pragmatism, critical pragmatism, and EAP | |
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Literacies and Practices | |
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Discourses, communities and cultures | |
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The narratives of science and nature in popularising molecular genetics | |
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Academic tribes and territories: intellectual inquiry and the cultures of disciplines | |
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Contrastive ESP rhetoric: metatext in Finnish-English economics texts | |
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Genre analysis and academic texts | |
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'Selling' or 'telling'? The issue of cultural variation in research genres | |
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Informal elements in English academic writing: threats or opportunities for advanced non-native speakers? | |
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Corpus analysis and academic texts | |
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Qualification and certainty in L1 and L2 students' writing | |
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Stylistic features of academic speech: the role of formulaic speech | |
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Ethnographically oriented analysis and EAP | |
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Redefining 'context' in research on writing | |
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Design and Delivery | |
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Needs and rights | |
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Rights analysis: studying power relations in an academic setting | |
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Development and implementation | |
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Problem-solving and EAP: themes and issues in a collaborative teaching venture | |
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Methodologies and materials | |
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Text, role and context | |
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Using a genre-based framework to teach organisational structure in academic writing | |
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Networking into academic discourse | |
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Feedback and assessment | |
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'What am I supposed to make of this?' The messages conveyed to students by tutors' written comments | |
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Exploration | |
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Conceptions and Controversies | |
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Specific or general academic purposes? | |
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Study skills or academic literacy? | |
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Lingua franca or Tyrannosaurus rex? | |
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Pragmatism or critique? | |
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| |
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Literacies and Practices | |
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Discourses, communities and cultures | |
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Genre analysis and academic texts | |
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| |
| |
Corpus analysis and academic texts | |
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| |
Ethnographically oriented analysis and EAP | |
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Design and Delivery | |
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Needs and rights | |
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Development and implementation | |
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Methodologies and materials | |
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Feedback and assessment | |
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Glossary | |
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Further reading | |
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References | |
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Author index | |
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Subject index | |