Rick A.M. Iedema | Write it Right – DSP (Met. East) English Support Unit UNSW
In this paper student Case Notes are analysed to exemplify the degrees of linguistic intricacy that come into play within the context of legal discourse – the ‘target discourse1-and to demonstrate that apprenticeship into this particular academic discourse community involves more than familiarisation with content specific material on the one hand and the control of common English structural conventions on the other. The discussion sets out to show that the intricate and often ‘hidden’ (as in ‘not made explicit’) linguistic demands academic discourses impose on NESB students need to be brought out into the open to highlight and clarify the association between specific lexicogrammatical realisations and generic meanings in the discourse. The paper concludes by emphasising the need for linguistically informed assistance for NESB learners at the tertiary level.
(1974) Political language and oratory in traditional society. New York, Academic Press.
Bloch, M.
(1989) Ritual, history and power. London, Athlone Press.
Canseco, G. and P. Byrd
(1989) Writing required in graduate courses in business administration. TESOL Quarterly 23,2:17–39.
DILGEA
(1991) Movements database, sighted in exports of educational services. Industry Commission Draft Report.
Drury, H. and C. Webb
(1989) Using text analysis strategies to improve student writing. In H. Edwards and S. Barraclough (eds) Research and development in higher education. Vol 21, Sydney, HERDSA.
Flower, L.
(1979) Writer-based prose: a cognitive basis for problems in writing. College English 411:19–37.
Frazer, J.G.
(1922) The golden bough: A study in magic and religion. New York, Macmillan.
Halliday, M.
(1978) Language as a social semiotic. London, Edward Arnold.
Halliday, M.
(1985a) Introduction to functional grammar. London, Edward Arnold.
Halliday, M.
(1985b) Spoken and written language. Geelong, Deakin University Press.
Halliday, M. and R. Hasan
(1985) Language, text and context: aspects of language in a social-semiotic perspective. Geelong, Deakin University Press.
Horowitz, D.
(1986) What professors really require: Academic tasks for the ESL classroom. TESOL Quarterly 20,4:445–462.
Johns, A.
(1990) L1 composition theories: Implications for developing theories for L2 composition. In B.M. Kroll (ed.) Second language writing. Cambridge, Cambridge University Press.
Iedema, R.
(1991) A legal judgment: Structure and language choice (Deane J.’s Hawkins v. Clayton Judgment [1987-88] 164 CLR 549) Unpublished M.A. paper, University of Sydney.
Kroll, B.
(ed.) (1990) Second language writing: Research insights for the classroom. Cambridge, Cambridge University Press.
Martin, J.
(1985) Factual writing: Exploring and challenging social reality. Geelong, Deakin University Press.
forthcoming) Life as a noun: Arresting the universe in science and humanities. University of Sydney, mimeo.
Phillips, D.
(1990) Overseas students and their impact on the changing face of professional education in universities. Paper delivered at the 1990 AARE annual conference at University of Sydney.
Purves, A.
(1986) Rhetorical communities, the international student and basic writing. Journal of Basic Writing 51:16–24.
Rowe Krapels, A.
(1990) Overview of second language writing process research. in B. Kroll (ed) Second language writing: Research insights for the classroom. CUP, Cambridge.
Rutherford, W.
(1987) Second language grammar: Learning and teaching. London, Longman.
Silva, T.
(1990) Second language composition instruction: Developments, issues, and directions in ESL. In B.M. Kroll (ed.) Second language writing. Cambridge, Cambridge University Press.
Swales, J.
(1990) Genre analysis: English in academic and research settings. CUP, Cambridge.
Swales, J.
(1987) Utilizing the literatures in teaching the research paper. TESOL Quarterly 21:1:41–67.
Webb, C., and H. Drury
(1991) The literacy needs of students in higher education. Position paper for the Project of National Significance on the Pre-service Preparation of Teachers of English Literacy.
Cited by
Cited by 6 other publications
Beasley, Colin J. & Cecil A. L. Pearson
1999. Facilitating the Learning of Transitional Students: strategies for success for all students. Higher Education Research & Development 18:3 ► pp. 303 ff.
Candlin, C.N., V.K. Bhatia & C.H. Jensen
2002. Developing legal writing materials for English second language learners: problems and perspectives. English for Specific Purposes 21:4 ► pp. 299 ff.
Clarke, Jumani
2017. The rhetorical structure of students’ legal problem essays: Towards a systemic comparison of student texts. Southern African Linguistics and Applied Language Studies 35:1 ► pp. 63 ff.
2010. A Multi-perspective Genre Analysis of the Barrister’s Opinion: Writing Context, Generic Structure, and Textualization. Written Communication 27:4 ► pp. 410 ff.
Hartig, Alissa J.
2016. Conceptual blending in legal writing: Linking definitions to facts. English for Specific Purposes 42 ► pp. 66 ff.
This list is based on CrossRef data as of 23 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.