This book explores the question of how academic writing can be defined and more effectively developed and understood by lecturers in higher education.
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Autorenporträt
Amanda French is a Reader in teaching and learning at the School of Education and Social Work, Birmingham City University, UK.
Inhaltsangabe
Introduction. 1. Reconceptualising academic writing practices: muddling through and mixing it up. 2. A professional academic writing in higher education habitus. 3. Researching academic writing practices in higher education: the need for a post-qualitative enquiry into academic writing. 4. Onto-epistemological accounts of academic writing practices: listening differently to lecturers' experiences. 5. A queered philosophical practice imaginary for academic writing in higher education.
Introduction. 1. Reconceptualising academic writing practices: muddling through and mixing it up. 2. A professional academic writing in higher education habitus. 3. Researching academic writing practices in higher education: the need for a post-qualitative enquiry into academic writing. 4. Onto-epistemological accounts of academic writing practices: listening differently to lecturers' experiences. 5. A queered philosophical practice imaginary for academic writing in higher education.
Introduction. 1. Reconceptualising academic writing practices: muddling through and mixing it up. 2. A professional academic writing in higher education habitus. 3. Researching academic writing practices in higher education: the need for a post-qualitative enquiry into academic writing. 4. Onto-epistemological accounts of academic writing practices: listening differently to lecturers' experiences. 5. A queered philosophical practice imaginary for academic writing in higher education.
Introduction. 1. Reconceptualising academic writing practices: muddling through and mixing it up. 2. A professional academic writing in higher education habitus. 3. Researching academic writing practices in higher education: the need for a post-qualitative enquiry into academic writing. 4. Onto-epistemological accounts of academic writing practices: listening differently to lecturers' experiences. 5. A queered philosophical practice imaginary for academic writing in higher education.
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