THE STRATEGIC ROLE OF READING AND ITS COGNITIVE DYNAMICS IN ACADEMIC WRITING

THE STRATEGIC ROLE OF READING AND ITS COGNITIVE DYNAMICS IN ACADEMIC WRITING

Author:  L.V. Garskaya

Affiliation:  Voronezh State Pedagogical University

Abstract: 
The paper is concerned with the study of the content and formal organizational structure relating to the production of secondary sources of information in the academic genres of an overview, an abstract, a review in the field of scientific communication dealing with academic writing. The approach based on language learning and teaching is involved to examine the writing strategies used for presenting the appropriate information (provided in primary sources) in terms of its summarizing and evaluating in the process of producing the genres stated above as secondary sources of information. These genres as secondary sources of information correlate with the process of reading and understanding the appropriate primary sources of information as data for generating these genres. The strategic role of reading and its cognitive dynamics in academic writing are highlighted. The theme-based examples provided deal with the innovations in English language teaching: reading practice and academic writing.

Keywords:  secondary sources of information, academic genres, an overview, an abstract, a review, primary sources of information, the strategic role of reading, cognitive dynamics, academic writing