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Disciplinary discourse: explicating rhetorical and sociolinguistic networks in the archive and library
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Abstract:
This dissertation explicates the disciplinary rhetoric of the field of Library and Information Science (LIS) and its subsequent impact on the field of writing studies and the teaching of writing. Specifically, this inquiry includes four key aspects: theorizing the field of LIS as a metadiscipline that has similarities in scope and influence to the field of writing studies; illustrating how the rhetoric of the field of LIS can affect historiographic practices in writing studies; analyzing the discourse of LIS as found in the Library of Congress Subject Headings in order to reveal its rhetorical and the sociolinguistic import; finally, theorizing a method for utilizing LIS theories to improve the pedagogy of the research paper within composition courses. To accomplish this, I build on and synthesize theories from Stephen Mailloux, Roland Barthes, Pierre Bourdieu, Birger Hjørland, and S.R. Ranganathan. What emerges is a response to specifically how and why writing studies needs to better understand our connection to LIS, as well as more broadly, how and why writing studies must research the influences of disciplines on one anther, specifically the implications of types of disciplines, such as interdiscipline and metadiscipline. ; U of I Only ; Author requested U of I only extension which was approved by the thesis office. Changes made by mhoh2@illinois.edu on 2019-06-26.
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Keyword:
archives; disciplinarity; domain analysis; Knowledge Organization; Library; library and information science (LIS); metadisciplinarity; rhetoric; writing; writing across the curriculum/writing in the discipline (WAC/WID)
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URL: http://hdl.handle.net/2142/45670
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Encuentros con la escritura en el ingreso a la educación superior: representaciones sociales de los estudiantes en seis áreas de conocimiento
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In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 38, 2019, pags. 75-98 (2019)
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“Partnering to Understand Undergraduate Research and Writing Longitudinally”
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In: Georgia International Conference on Information Literacy (2018)
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“Partnering to Understand Undergraduate Research and Writing Longitudinally”
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In: Georgia International Conference on Information Literacy (2017)
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Learning Information Literacy Across the Curriculum (LILAC): Discussing Results from a CCCC Research Initiative Project
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In: Writing and Linguistics Faculty Presentations (2017)
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Community College Second Language Students’ Perspectives of Online Learning: A Phenomenological Case Study
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In: Graduate Theses and Dissertations (2017)
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Implementación del modelo Leer para aprender en un contexto plurilingüe ; Implementation of the Reading to Learn model in a plurilingual context
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Worlds Apart? International Students, Source-Based Writing, and Faculty Development Across the Curriculum
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In: Murphy, Greer Alison. (2016). Worlds Apart? International Students, Source-Based Writing, and Faculty Development Across the Curriculum. UCLA: Education. Retrieved from: http://www.escholarship.org/uc/item/9nr63427 (2016)
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| 11 |
Dual Enculturation: A Comparison of Five L2 Students Writing for One General Education Course
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Otto, Kara. - : eScholarship, University of California, 2016
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In: Otto, Kara. (2016). Dual Enculturation: A Comparison of Five L2 Students Writing for One General Education Course. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/60018671 (2016)
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| 12 |
"What's Sputnik?": Experiments with Life History in an Interdisciplinary First-Year Class.
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In: Georgia International Conference on Information Literacy (2016)
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LILAC and Citation Project Workshop
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In: Writing and Linguistics Faculty Presentations (2016)
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| 14 |
La alfabetización académica en la Universidad. Un estudio predictivo ; The Academic Literacy at the University: A predictive Study
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In: RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa; Vol. 21, Núm. 1 (2015) ; RELIEVE - E-Journal of Educational Research, Assessment and Evaluation; Vol. 21, Núm. 1 (2015) ; 1134-4032 (2015)
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 11 of 12
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Student interview for Place-Based WAC/WID writing instruction in Management, clip 2 of 13
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Student interview for Place-Based WAC/WID writing instruction in Management, clip 13 of 13
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Student interview for Place-Based WAC/WID writing instruction in Geography, clip 8 of 11
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Student interview for Place-Based WAC/WID writing instruction in English, clip 8 of 15
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Student interview for Place-Based WAC/WID writing instruction in Geography, clip 9 of 11
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