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Legitimising dialogue as textual and ideological goal in academic writing for assessment and publication

Lillis, Theresa (2011). Legitimising dialogue as textual and ideological goal in academic writing for assessment and publication. Arts and Humanities in Higher Education, 10(4) pp. 403–434.

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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 Item
Copyright Holders: 2011 The Author(s)
ISSN: 1741-265X
Keywords: Bakhtin; dialogic; essayist literacy; monologic; textual juxtaposition; transforming academic writing
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
International Development & Inclusive Innovation
Language & Literacies
Health and Wellbeing PRA (Priority Research Area)
Item ID: 30942
Depositing User: Theresa Lillis
Date Deposited: 06 Jan 2012 15:28
Last Modified: 16 Aug 2017 15:40
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