ABSTRACT
Learning to write in the academy involves acquiring a repertoire of linguistic practices that are based on complex sets of discourses, identities and values. These practices, however, vary according to context, disciplinary culture and genre. This chapter discusses ways in which this can be addressed in the teaching and learning of academic writing. Tasks are described that on this at the levels of undergraduate, postgraduate and thesis and dissertation writing. Learning to write in the academy involves acquiring a repertoire of linguistic practices that are based on complex sets of discourses, identities and values. People working in particular disciplines often share “ideals, beliefs, values, goals, practices, conventions, and ways of creating and distributing knowledge”. To effectively use an academic genre, then, students need an understanding of the culture, circumstances, purposes, motives and epistemologies that prevail in particular academic disciplines.
