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Discourse community[ edit ] A discourse community is essentially a group of people that shares mutual interests and beliefs. For this reason the academic writer must follow the constraints set by the community so his or her ideas earn approval and respect.
Discourse community constraints[ edit ] Constraints are the discourse community's written and unwritten conventions about what a writer can say and how he or she academic writing skills video say it.
They define what is an acceptable argument. Each discourse community expects to see a writer construct his or her argument using their conventional style of language and vocabulary, and they expect a writer to use the established intertext within the discourse community as the building blocks for his or her argument.
Writing for a discourse community[ edit ] In order for a writer to become familiar with some of the constraints of the discourse community they are writing for. Across most discourses communities, writers will: Identify the novelty of their position Make a claim, or thesis Acknowledge prior work and situate their claim in a disciplinary context Offer warrants for one's view based on community-specific arguments and procedures Each of theses above are constructed differently depending on the discourse community the writer is in.
For example, the way a claim is made in a high school paper would look very different from the way a claim is made in a college composition class.
Novel argument[ edit ] Within discourse communities, academic writers build on top of the ideas established by previous writers. Good academic writers know the importance of researching previous work from within the discourse community and using this work to build their own claims.
By taking these ideas and expanding upon them or applying them in a new way, a writer is able to make their novel argument.
Intertextuality[ edit ] Intertextuality is the combining of past writings into original, new pieces of text. The term intertextuality was coined in by Julia Kristeva. All texts are necessarily related to prior texts through a network of links, writers often unwittingly make use of what has previously been written and thus some degree of borrowing is inevitable.
This generally occurs within a specific discourse community. Conversation[ edit ] Factoring in intertextuality, the goal of academic writing is not simply creating new ideas, but to offer a new perspective and link between already established ideas.
This is why gathering background information and having past knowledge is so important in academic writing. A common metaphor used to describe academic writing is "entering the conversation", a conversation that began long before you got there and will continue long after you leave.
A quote from Kenneth Burke encapsulates this metaphor: When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about.
In fact the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar.IELTS Academic - Graph Writing: In your IELTS Academic Writing Task 1, you will be given with one or more graph(s) (i.e.
bar, column, line or pie), table, flowchart, map or process diagram and you need to summarise the main information, compare data, show contrasts and trends, identify significant trends and describe a process.
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