Weimer (2009) addresses these issues plainly, stating that it is vastly difficult for students to 'have a say about what they learn and what they can teach when [the teacher] begins from a position of intellectual authority' and 'there is a discipline-specific body of knowledge [they] are expected to cover in the course'. ... In these cases, a vulgar pragmatic approach to EAP learning becomes a most valuable tool to students. ... As an example, Brandt assesses that students of critical pragmatism 'can be taught the principles of critical review' but at the same...

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• Grade Level: Graduate