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1.Academicdiscourseanditsrhetoric
Althoughseeminglystraightforward,academicdiscourseisnoteasytode-
fineinawaywhichwouldbebothpreciseandcomprehensive.Inliterature
thisisoftenattemptedbyrecoursetouacademicsettings”anduresearchset-
tings”(Swales,1990;Paltridge,1997),uacademiccontexts”
,oruacademicenvi-
ronment”(HylandandHamp-Lyons,2002;GravettandPetersen,2007).Pal-
tridge(1997:2),forexample,referstoresearchsettingsasuthewritingupand
publicationoftheresultsofexperimentalresearch,”deliberatelyrestrictinghis
viewofacademicitytowrittencommunicationcloselydefinedwithregardto
itspurposeandmethodologicalorientation.Commentingonthedomination
ofEnglishforAcademicPurposesoverEnglishforOccupationalPurposesin
termsofpublisheddiscussionandfindings,FlowerdewandPeacock(2001:12)
observethatuEAPpractitionersworkinacademicinstitutions,whereresearch
andintellectualenquiryareencouraged,whileworkersinEOParemoreoften
locatedintheworkplace,whereprofessionalendeavourisdirectedmoreto-
wardsthebottomline”—inthiswayidentifyingacademicitywithresearch-
orientedsettingsanduniversityenvironment.InthefirstissueofJournalof
EnglishforAcademicPurposesHylandandHamp-Lyons(2002:2)definethe
scopeofEAPasulanguageresearchandinstructionthatfocusesonthespecific
communicativeneedsandpracticesofparticulargroupsinacademiccontexts.”
Suchacademiccontextsare,asBartholomae(1986:4)argues,sitesofuthepe-
culiarwaysofknowing,selecting,evaluating,reporting,concluding,andargu-
ing,”whichmustbelearnedalongwiththefieldspecificfacts,rulesandlaws
toenablecommunicationwithothers.ThereforePetersenreferstoacademic-
ityasaprocessofindividualdevelopment—throughinvolvementwithuni-
versitycourses,throughextensivereadingofresearchliterature,throughtexts
thatreportonone)sownresearchandanalyseandconsiderresultsobtained
