Academic Writing as Discourse Practice in
Australian and
Ria Jubhari
Orally
oriented culture has an impact on both oral and written practices of a specific
community within the larger scope of the orally oriented community. Similarly,
the literate oriented culture impacts the practices of a specific community
within the larger scope of the literate oriented community. This impact to some
extent characterises those practices. In other words, a tradition of literacy
cannot be severed from an oral tradition. This paper discusses academic writing
as one aspect of the discourse practices and to what extent the criteria used
to identify good academic writing are influenced by the oral and literate
traditions in
The use of language in relation to culture
should be assumed to express cultural values which are embedded in the
discourse practice of a community. Depending on the context of use of this
discourse practice, both orally and literate oriented traditions to some extent
have impacts on the discourse practices of a specific community, which belongs
to the larger scope of either a literate or oral tradition. It is therefore
inevitable that the Australian culture characterizes the academic writing as
reflected in the four main aspects that constitute students’ academic writing
in Australian universities, namely the topic, well-reasoned argument, evidence
and reference, and organization.
Likewise the oral tradition in
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Jubhari,, R. (2005, September). Academic writing as discourse
practice in Australian and Indonesian universities. Paper presented at 1st International
Seminar on Literacy Education in Developing Countries,
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