Part 2’s focus on empirical research—research into how genres are learned, how they function in particular contexts, and how they carry out communicative goals and reflect/reinforce ideologies—illustrates how research can inform our practices as writing teachers. Research into genre learning and acquisition has provided teachers with useful methods for situating learning and for fostering meta-...

Since the early 1990s much has been written about how ethnographers should do fieldwork of local in a globalizing world. The challenge communicating their analyses authentically world information overload is less debated. To rectify this situation, I argue paper that five balancing acts are crucial to those who ethnographies global, or “globographers,” writing. Emerging from review history and ...

The teaching of writing has recently begun to move away from a concentration on the written product to an emphasis on the process of writing. Feedback is a fundamental element of the process approach to writing. It can be defined as input from a reader to a writer with the effect of providing information to the writer for a revision. This study reports on the effectiveness of two types of feedb...

BACKGROUND The present paper discusses the lexical and grammatical peculiarities of English language medical case reports, taking into account their communicative purposes and intentions. METHODS The objective of the research is to clarify the principal mechanisms of producing an effective English language medical case report and thus to provide recommendations and guidelines for medical prof...

There is a tendency to think of World Englishes in the noun form; as products rather than as processes (implying that one receives both ready-made, controlling the development of neither). Conceptualising World Englishes as processes in which one can participate as an agent raises the question of what skills are needed in their active construction. The author will argue that since culture resid...