Description
It is now held that writing influences and is influenced by the discipline where it occurs. The representations that writers employ to produce and comprehend texts are said to be sensitive to the specificities of their disciplinary discourse communities. This exposes writers to divergent disciplinary demands and expectations on what counts as good and appropriate writing in terms of generic structure, discourse features, and stylistic preferences, reflecting dissimilar practices. Because of such exigencies, academic writing seems at times to be very challenging, especially for novice scholars. Thus, any attempt to perceive the function of academic writing in higher education or to evaluate its quality should not discard the shaping force of the disciplines.
Teaching Academic Writing as a Discipline-Specific Skill in Higher Education is a critical scholarly resource that examines the role of writing within academic circles and the disciplinary practices of writing in scholastic environments. The book will also explore the particular difficulties that confront writers in the disciplines as well as the endeavors of educational institutions to develop discipline-specific writing traditions among practicing and novice scholars. Featuring a range of topics such as blended learning, data interpretation, and knowledge construction, this book is essential for instructors, academicians, administrators, professors, researchers, and students.
Author's/Editor's Biography
El-Sadig Ezza (Ed.)
El-Sadig Ezza, based in Sudanese and Saudi tertiary institutions for a quarter century, has been involved in teaching under- and post-graduate classes, supervising post-graduate dissertations, implementing community service programmes, publishing scientific research, and participating in local, regional, and international conferences. All these activities have regularly been enhanced by professional training in teaching methods and strategies, research methodology, and institutional accreditation principles and standards. The editor also been training graduate students and novice scholars in disciplinary writing conventions.
Touria Drid (Ed.)
Touria Drid is Associate Professor in applied linguistics at Kasdi Merbah University, Algeria and a former secondary school professor. She has MA (Linguistics and ELT) and Ph.D (Applied Linguistics) from Mentouri Brothers University, Algeria. She has an instructional experience extending over twenty years. She teaches a variety of content and skill-based undergraduate and postgraduate courses, including discourse analysis, applied linguistics, writing and research methodology. Her main areas of research have focused on academic writing, the study of argumentation, genre analysis, pragmatics, culture-specific aspects of writing, Arabic-English intercultural communication and contrastive rhetoric studies. She has published a number of journal papers on argumentative writing, pragma-dialectics, the speech act theory and assessing EFL writing. She currently directs a number of Master and doctoral research projects in ELT.