ABSTRACT
The previous two chapters have shown how writing instruction has been informed by a variety of research perspectives. From research on writers we are familiar with the idea that composing is non-linear and goal-driven, and that students can benefit from having a range of writing and revising strategies on which to draw. Equally, research on texts themselves shows the value of formal knowledge and the positive effects of language proficiency. This draws attention to the importance of encoding knowledge and relationships appropriately through lexical and grammatical choices and discourse structures. From research on audience we are aware of the importance of appropriate regard for reader perspective, interactional strategies and community-specific text conventions, and from critical approaches we recognise the need to see
the often reified forms of target discourses as simply prestigious (and contestable) ways of making meanings.
