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The premise that writing is a socially situated act of interaction between readers and writers is well established This volume first corroborates this premise by citing pertinent evidence through the analysis of written texts and interactive writing contexts and from educational settings across different cultures from which we have scant evidence Secondly all chapters though addressing the social nature of writing propose a variety of perspectives making the volume multidisciplinary in nature Finally this volume accounts for the diversity of the research perspectives each chapter proposes by situating the plurality of terminological issues and methodologies into a more integrative framework Thus a coherent overall framework is created within which different research strands i e the sociocognitive sociolinguistic research composition work genre analysis and pedagogical practices developed on L1 and L2 writing can be situated and acquire meaning language and literacy education in L1 and
