Fashioning a web2.0-based academic writing course to enhance situated social learning

This paper integrates discursive and non-discursive knowledge and practice into the web2.0-based multidimensional course of Academic Writing in English. By resorting to the rationale of collaborative writing as embodied in critical linguistics and social constructionism, the space of teaching and learning can be effectively broadened like promoting beneficiary instructor/expert-student as well as student-student interactions and most importantly, enhancing the awareness of situated social learning among students.