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Applying Natural Language Processing Tools to a Student Academic Writing Corpus: How Large are Disciplinary Differences Across Science and Engineering Fields?
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In: English Publications (2017)
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| 2 |
The Literary and the Literate: The Study and Teaching of Writing in US English Departments
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In: English Publications (2016)
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| 3 |
Beyond single domains: Writing in boundary crossing
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In: English Publications (2014)
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| 4 |
Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA
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In: English Publications (2013)
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| 5 |
Academic and Scientific Texts: The Same or Different Communities?
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In: English Publications (2012)
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Abstract:
This chapter analyzes the question of how and why texts written by students are similar to and different from texts written by researchers, in various disciplines and professions. The question is complex because it involves not only linguistic or textual differences, but also social and cultural differences—the communities and practices involved. This chapter first provides a brief theoretical and a schematic analysis of the complexity. It charts the relationships between writers and audiences in different social contexts and genres: academic and non-academic on one axis, scientific and non-scientific on the other axis. And the chapter suggests the stakes involved, as the distinctions are more than terminological. Distinctions may indicate fundamental differences in the way writing, learning, and research are conceived and practiced inside and outside formal higher education—and the way the identities of students, teachers, and researchers are constructed. The distinctions also in many ways determine what genres of writing get taught, to whom and by whom and for whose purposes. The chapter then briefly surveys several major research traditions that have taken up the problem: applied linguistics, linguistic anthropology/sociolinguistics, and rhetoric/professional communication. Finally, it discusses some of the methodological consequences this complex problem raises for research into academic writing, and some of the practical problems it raises for teachers and educational policy makers, in terms of what genres to teach to whom, and when and where to teach them.
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Keyword:
academic writing; activity theory; Bologna process; community; corpus analysis; English Language and Literature; ethnography(ic); genre; Higher Education; Modern Literature; Rhetoric and Composition; rhetoric(al); scientific writing; systemic functional linguistics; Technical and Professional Writing; thesis
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URL: https://lib.dr.iastate.edu/engl_pubs/277
https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1278&context=engl_pubs
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| 7 |
Writing in Multiple Contexts: Vygotskian CHAT Meets the Phenomenology of Genre
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In: English Publications (2010)
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| 8 |
Drafting and Revision Using Word Processing by Undergraduate Student Writers: Changing Conceptions and Practices
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In: English Publications (2010)
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| 11 |
'The World is Too Messy': The Challenge of Historical Literacy in a General-Education Course
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In: English Publications (2009)
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| 12 |
Texts in Contexts: Theorizing Learning by Looking at Genre and Activity
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In: English Publications (2009)
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| 14 |
The Kind-ness of Genre: An Activity Theory Analysis of High School Teachers' Perception of Genre in Portfolio Assessment Across the Curriculum
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In: English Publications (2002)
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| 15 |
Writing and Learning in Cross-national Perspective: Transitions From Secondary To Higher Education
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In: English Books (2002)
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