This paper is based on a problem centered research on problematization of academic literacy and writing in Iran. It is based on a Secondary Analysis and Systematic Literature review method. I have formulated and distinguished two theories of academic writing consisting of a 'cognitive positivist theory' and a 'theory of academic literacy'. Through critical examination of the positivist cognitive theory, I will show this theory's weaknesses and limitations. Then I will introduce the academic literacy theory as an alternative theory to examine and promote academic writing in Iran. Finally I will suggest some strategies for improving academic writing in Iran.
This paper consists of the following parts:
1) Problematization of academic writing;
2) Iranian academic writing challenges;
3) Explanation of the academic writing challenges;
4) Introducing the academic literacy as a new theory of academic writing in Iran.
In the Conclusion, I will explain policy complications of the academic literacy theory for Iranian higher education system.