Joan Turner - Böcker

`This book is a must-read for all students trying to grapple their way through and somehow 'finish college'' - Sharada Prahladrao, The Decan Herald  

Any student can improve their learning in higher education if they want to, and the aim of this guide is to help you along this route, not by claiming there is only one right way to do things but by building awareness of different approaches, attitudes, and strategies. Key to this is the notion of active learning which is highlighted throughout the book with the acronym ASCERTAIN whose individual letters signal a range of different strategies and attitudes relevant in different contexts.

Throughout, there is an awareness that among the different cultures students participate in, academic culture has its own set of values which academic staff tend to take for granted, but which students may need to have a greater awareness of, and build into your thinking and working. SAGE Study Skills are essential study guides for students of all levels. From how to write great essays and succeeding at university, to writing your undergraduate dissertation and doing postgraduate research, SAGE Study Skills help you get the best from your time at university. Visit the SAGE Study Skills hub for tips, resources and videos on study success!

 

This book develops the concept of ‘writtenness’ (historically-formed stylistic and aesthetic values within writing) to highlight the demands, taken-for-granted ideals, institutional frictions, and changing circumstances of academic writing in English in the contemporary international university.Recognising the political importance of the role that English plays in an increasingly internationalized higher education network, Joan Turner pits writtenness against the contingency and instability of international English in real-life institutional contexts. In doing so, she brings out the theoretical significance of this, as writing becomes a motor of linguistic change and can no longer be seen simply as the repository of academic standards.Of particular interest to academics and postgraduates in TESOL, applied linguistics, rhetoric and composition, English as a Lingua Franca studies, and the sociolinguistics of writing, as well as to EAP practitioners, this book is among the first to theoretically consider the implications for the cultural homogeneity of the written word. It also offers a unique perspective on the role of writtenness within the broader historical context of leaving the era of print culture. As such, this book is highly recommended for students, researchers, and policy makers alike.

This book develops the concept of ‘writtenness’ (historically-formed stylistic and aesthetic values within writing) to highlight the demands, taken-for-granted ideals, institutional frictions, and changing circumstances of academic writing in English in the contemporary international university.Recognising the political importance of the role that English plays in an increasingly internationalized higher education network, Joan Turner pits writtenness against the contingency and instability of international English in real-life institutional contexts. In doing so, she brings out the theoretical significance of this, as writing becomes a motor of linguistic change and can no longer be seen simply as the repository of academic standards.Of particular interest to academics and postgraduates in TESOL, applied linguistics, rhetoric and composition, English as a Lingua Franca studies, and the sociolinguistics of writing, as well as to EAP practitioners, this book is among the first to theoretically consider the implications for the cultural homogeneity of the written word. It also offers a unique perspective on the role of writtenness within the broader historical context of leaving the era of print culture. As such, this book is highly recommended for students, researchers, and policy makers alike.

This book takes a critical look at why issues of language in higher education are routinely marginalised, despite the growing internationalisation of universities. Through analyses of a variety of intercultural encounters, the book highlights the range of interpretative possibilities available for understanding these encounters, and suggests the role that the reality of the contemporary intercultural dynamic between the Socratic and Confucian pedagogic traditions can play in driving change to the pedagogic practices of higher education. Another important aim of the book is to examine language in the academy as an object of cultural theory. While rooted in the practical and empirical reality of teaching and using language in higher education, this book argues for the importance of examining the institutional interface between language and higher education, and of critically exploring the values inscribed in the pedagogy and evaluation of academic language.

This book takes a critical look at why issues of language in higher education are routinely marginalised, despite the growing internationalisation of universities. Through analyses of a variety of intercultural encounters, the book highlights the range of interpretative possibilities available for understanding these encounters, and suggests the role that the reality of the contemporary intercultural dynamic between the Socratic and Confucian pedagogic traditions can play in driving change to the pedagogic practices of higher education. Another important aim of the book is to examine language in the academy as an object of cultural theory. While rooted in the practical and empirical reality of teaching and using language in higher education, this book argues for the importance of examining the institutional interface between language and higher education, and of critically exploring the values inscribed in the pedagogy and evaluation of academic language.