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9780415228015

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<p>'Despite the seemingly ever-increasing concern with widening participation to higher education and extending opportunities to older adults, it is surprising how little impact the work on academic literacies has had. If there is a text that can help redress that balance and encourage a wider debate, then this is it.' - Richard Edwards, Studies in the Education of Adults, Vol. 33 (2) 2001 <p>'Lillis' work makes a valuable contribution to a process of re-evaluation which is long overdue.' - Elaine Millard, Teaching in Higher Education<br>

A theoretical and methodological coup!...This book is challenging but critical for anyone interested in widening participation in higher education. <br>-Min-Zhan Lu, Drake University, USA <br> This is an excellent book for anyone wanting to think a bit more deeply than they usually have time for about student writing and how we can improve it...Theresa Lillis provides an analysis of what might be 'wrong' with our students' writing, and why. More importantly, she provides direction for what many see as a long overdue rethink of the place of writing-not just writing development-in academic courses. Journal of Further and Higher Education 2002. <br>

'Despite the seemingly ever-increasing concern with widening participation to higher education and extending opportunities to older adults, it is surprising how little impact the work on academic literacies has had. If there is a text that can help redress that balance and encourage a wider debate, then this is it.' - Richard Edwards, Studies in the Education of Adults, Vol. 33 (2) 2001 'Lillis' work makes a valuable contribution to a process of re-evaluation which is long overdue.' - Elaine Millard, Teaching in Higher Education

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Theresa M. Lillis is Lecturer in language and education at the Centre for Language and Communications at the Open University

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