ACADEMIC WRITING INTERCULTURAL AND TEXTUAL ISSUES -- Editorial page -- Title page -- Copyright page -- Table of contents -- Preface -- Acknowledgements -- I. CONTEXT AND GENRE -- Strategic Vagueness in Academic Writing -- Abstract -- 1. Introduction -- 2. Patents, specificity, and innovation -- 3. Discovery and co-discovery -- 4. Implications -- Notes -- References -- Three Hypothetical Strategies in Philosophical Writing -- Abstract -- 1. Prologue -- Introduction -- 2. Tales -- 3. Twin-Earth fantasies -- 4. Imaginary conversations -- 5. Utilitarian explanations -- 6. Deeper explanations -- 7. Conclusion -- Notes -- Source texts -- References -- Occluded Genres in the Academy: The Case of the Submission Letter -- Abstract -- 1. Introduction -- 3. Analysis and results -- 4. Conclusions -- 5. Postscript -- References -- Academic Writing in Computer Science: A Comparison of Genres -- Abstract -- 1. Introduction -- 2. Background to the study -- 3. Writing in Computer Science -- 4. The First-Year Assignment -- 5. The final-year project -- 6. Network facilities and the newsgroup -- 6.1. Newsgroup interaction -- 6.2. Contributions to newsgroups: format and style -- 7. Conclusion -- Note -- Sources of Data (in addition to extracts from assignments) -- References -- Appendix 1 -- Appendix 2 -- The Hidden Curriculum of Technology for Academic Writing Toward a Research Agenda -- Abstract -- 1. Introduction: The problem -- 2. Backgrounds I: Needs analysis -- 2.1. Research processes -- 2.2. Writing processes -- 2.3. Notions of coherence -- 2.4. Notions of grounding -- 2.5. Sub-total: Academic writing as a form of reflection -- 3. Backgrounds II: Intellectual histories -- 3.1. The history of word processing -- 3.2. The history of idea processing -- 3.3. The history of hypertext -- 4. Empirical findings -- 5. Issues for research -- 6. Summary -- Note.

References -- II. CULTURE AND TEXTUALITY -- "Look in thy Heart and Write" Students' Representations of Writing and Learning to Write in a Foreign Language -- Abstract -- 1. Introduction: 'representations' -- 2. Methodology for the investigation of representations -- 3. Categories for the description of learners' representations of writing and learning to write -- 3.1. Representations of the writing process -- 3.2. Representations of the speech-writing relationship -- 3.3. Representations of the relationship between writing and personal identity -- 3.4. Representations of different text-types and genres -- 3.5. Representations of the relationship between 'grammar' and writing -- 3.6. Representations of learning-to-write -- 3.7. Representations concerning the sociolinguistic status of writing in English -- 3.8. Representations of characteristics which are regarded as L2-specific -- 4. Why investigate learners' representations? -- 5. Pedagogical implications -- Notes -- References -- Academic Writing in Czech and English -- Abstract -- 1. Introduction -- 2. Speech community and discourse community -- 3. Discourse community and the language-and-culture problem -- 4. Reception of norms of a discourse community -- 5. Czech and English writing cultures -- 5.1. Writing in theoretical linguistics -- 5.2. Applied linguistics and pedagogical disciplines -- 5.3. Academic writing against the background of stylistics -- 5.4. Historical circumstances -- 5.5. Cultural inclinations -- 6. English research articles written by Czech scholars -- 7. Adigression -- 8. Conclusion -- References -- Packing and Unpacking of Information in Academic Texts -- Abstract -- 1. Introduction -- 2. Lexical denseness in texts -- 3. FL-writers' 'academic style' and lexical denseness -- 3.1. Lexical denseness: an example of a diffused text.

3.2. Lexical denseness: an example of a dense text -- 3.3. Lexical denseness and readers 'judgements -- 4. Manipulating information in texts: packing and unpacking grammatical metaphors -- 4.1. Packing of information: simple, congruent coding -- 4. 2. Packing of information: complex, congruent coding -- 4. 3. Packing of information: incongruent, metaphorical coding -- 4. 4. Unpacking of information -- 5. Conclusion -- Notes -- References -- APPENDIX 1. -- Discourse Competence - Evidence from Thematic Development in Native and Non-native Texts -- Abstract -- 1. Introduction -- 2. Materials -- 3. Problems in L2 theme use and its description -- 3.1. Theme in a sentence -- 3.2. Theme in a passage -- 3.3. Theme and rheme in a passage -- 3.4. Variants of theme -- 4. Assumptions about thematic progression -- 4.1. Background -- 4.2. Hypotheses about thematic progression -- 5. Results -- 5.1. Breaking the patterns -- 6. Summary and conclusions -- References -- Learning Discipline-Specific Academic Writing: A Case Study of a Finnish Graduate Student in the United States -- Abstract -- 1. Overview -- 2. The Study -- 2.1. Overview -- 2.2. Research questions -- 2.3. The setting -- 2.4. The student -- 2.5. Method -- 2.6. Data analysis -- 2.7. Summary of findings -- 3. Conclusion -- References -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- Name Index -- Subject Index -- The series Pragmatics & Beyond New Series.