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By Martin Hewings

This quantity explores a couple of subject matters of present curiosity to these engaged in studying and educating educational genres: the social and cultural context of educational writing; ameliorations among the educational and non-academic textual content; the research of specific textual content varieties; edition inside of and throughout disciplines; and functions of concept within the educating of writing. The members comprise a lot of today's such a lot influential students within the zone of educational literacy, operating in a wide selection of tertiary educational contexts in Britain, Finland, Hong Kong, Zimbabwe, Australia and the USA. the consequences might be of relevance to all these engaged in instructing educational writing to either local and non-native English talking scholars in tertiary schooling worldwide.

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Widening the horizon Recently there have been several calls for a more context-sensitive approach to textual analysis of all kinds — including cultural comparisons. In the field of academic writing, Swedish scholars like Gunnarsson (1996) and Melander (1996) have been advocating this, and similarly in the United States, for example Huckin (1997) and Scollon (1997). g. g. Fairclough 1992a, 1995). What unites these approaches is their emphasis on the social contexts of texts, reflecting the Firthian notion of 'context of situation'.

He appeals to Panofsky's classic essay on Gothic architecture from the early 1950s, and demands of research in CR that it look beyond the writing of students and into structures of architecture, music, advertising, etc. The vertical dimension Taking the vertical dimension on board thus requires that we find 'explanation' for text patterns in the rest of the culture; that is, in those domains of culture that are not the one currently investigated. However, the idea is not unproblematic, as it implies a causal type of relationship from culture to text, and in so doing, sets up a dichotomy between text and 'culture'.

I would assert therefore that the so-called 'research paper', as a generic, cross-disciplinary term, has no conceptual or substantive identity, (p. 813) Descriptions or explanations? Some methodological issues in Contrastive Rhetoric Anna Maumnen Contrastive Rhetoric (CR) is a typical field in applied linguistics in that it has arisen from practical observation in the context usually taken to be the core of appEed linguistics, or even 'linguistics applied': second language teaching. In this way, CR has not had any obvious theoretical foundation, nor has it arisen from a methodological problem to be solved.

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