ABSTRACT
Cetina 1981; Fairclough 1991; David and Lemke 2000). Therefore, albeit very
limited, attention to academic discourse was both intense and extremely overt. If we
consider that literacy is rarely addressed anywhere else in the curriculum, even a brief
encounter may have sufficed to give students that extra piece of ‘insight’ they needed
to navigate academically languageD input and subsequently produce more effectively
written essays, as did student SV.
