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One particularly difficult area for higher education students is writing appropriately for their respective disciplines. As writing is a social, cultural and dialogic act, writing support should create learning events that will allow for useful social exchange of ideas within the appropriate disciplinary cultures. Indeed, many claims are made in favour of disciplinary-based writing support: students will become more engaged with their subjects, will develop as critical thinkers and, throughdoi:10.18552/joaw.v1i1.5 fatcat:lzxkzmvnpzcutkwjjmgxptmtdq