Titlebook: Novice Writers and Scholarly Publication; Authors, Mentors, Ga Pejman Habibie,Ken Hyland Book 2019 The Editor(s) (if applicable) and The Au

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Expert, Native or Lingua Franca? Paradigm Choices in Novice Academic Writer Support quo. Drawing on recent research literature and an empirical study of published academic writing, this chapter concludes that an ELFA paradigm which draws on notions of . is open to serious challenge. By contrast, a Genre informed paradigm premised on an apprentice vs. expert dichotomy offers a more useful basis for EAP writing instruction.

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We Are All Reviewer #2: A Window into the Secret World of Peer Review junior scholars commonly encounter as they become socialized into publication norms and practices. The chapter includes discussion of common pitfalls in this process for newer writers and offers recommendations, drawing on existing research as well as my personal experiences as a reviewer and journal editor.

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The Experience of a NNES Outer Circle Novice Scholar in Scholarly Publicationstories” (Lillis & Curry, .), I describe and analyze my scholarly publication practices, challenges, and strategies. I discuss these personal experiences in the light of the linguistic, educational, social, economic, and cultural context in which I have grown as a researcher.

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Learning the Language to Write for Publication: The Nexus Between the Linguistic Approach and the Gec control of language, thereby overcoming its last mile problem. Drawing on a case study of a linguist learning to write for publication, the chapter illustrates how memorization strategy ultimately facilitates his academic genre acquisition and complexities involved.

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From Student to Scholar: Making the Leap to Writing for Publicationvantaged due to their NES status. These results question the usefulness of binary NES–NNES distinctions in explaining the complex activity of publishing for academic purposes.This is the abstract we would like to use for the printed version of the chapter.

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