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|DOI (Digital Object Identifier) Link:||http://dx.doi.org/10.1177/1474022211398106|
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The semiotic world that we inhabit (within and outside the academy) is fast changing in terms of the resources that are used and the practices in which many engage. Yet the institutional norms governing highly consequential academic texts – students’ texts assessed as part of their disciplinary based activity and scholars’ papers submitted for publication- lack engagement with this array of resources and, epistemologically, continue to drive a monologic stance towards academic meaning making. The aim of this paper is to argue for a reconfiguring of the textual goal of academic writing, through one simple yet transformative tool, that of juxtaposition. Textual juxtaposition is illustrated in this paper and its intellectual and ideological value discussed, drawing on Bakhtin’s emphasis on dialogue, using several examples from published academic texts. The relevance to scholarly and student writing is explored.
|Item Type:||Journal Article|
|Copyright Holders:||2011 The Author(s)|
|Keywords:||Bakhtin; dialogic; essayist literacy; monologic; textual juxtaposition; transforming academic writing|
|Academic Unit/Department:||Education and Language Studies > Centre for Language and Communication|
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Theresa Lillis|
|Date Deposited:||06 Jan 2012 15:28|
|Last Modified:||10 Feb 2014 14:39|
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