Students Writing in the University

Cultural and epistemological issues

Editors
| University of London
| University of London
| University of London
HardboundAvailable
ISBN 9789027218018 (Eur) | EUR 105.00
ISBN 9781556193866 (USA) | USD 158.00
 
e-Book
ISBN 9789027294821 | EUR 105.00 | USD 158.00
 
This volume aims to raise awareness of the underlying complexities concerning student writing in the universities. The authors address a series of theoretical as well as practical questions regarding the literacies required of students in Higher Education, from the perspective of both students themselves and of their tutors. The research described here intends to move beyond the narrow confines of current policy debates and the quick fix solutions of writing manuals, to explore the epistemological, cultural, historical and theoretical bases of such writing. Issues addressed include the nature of competing epistemologies that underlie the writing process and the varying degrees of explicitness about what academic writing entails; ways of challenging the institutional marginalisation of academic writing as teaching, learning, and research practice; what counts as knowledge and how far it is mediated by the rhetorical conventions of one culture; to what extent the challenging of such rhetorical conventions is itself a crucial epistemological issue. Writing, in this volume, then, is addressed in terms of academic literacy practices involving relations of power, issues of identity and theories of knowledge.
[Studies in Written Language and Literacy, 8]  2000.  xxiv, 232 pp.
Publishing status: Available
Table of Contents
Acknowledgements
vii
Information about the Authors
ix
Foreword
xiii
Introduction
Carys Jones, Joan Turner and Brian Street
xv
A. Interacting with the Institution
1
1. Foregrounding Background in Academic Learning
Monika Hermerschmidt
5
2. What do Students Really Say in Their Essays? Towards a descriptive framework for analysing student writing
Fiona English
17
3. The Student from Overseas and the British University: Finding a way to succeed
Carys Jones
37
4. On Not Disturbing “Our Group Peace”: The plight of the visiting researcher
Graham Low and Latilla Woodburn
61
5. Writing Assignments on a PGCE (Secondary) Course: Two case studies
Brenda Gay, Carys Jones and Jane Jones
81
6. Academic Literacies and Learning in Higher Education: Constructing knowledge through texts and experience
Mary R. Lea
103
B. Mystery and Transparency in Academic Literacies
125
7. Whose ‘Common Sense’? Essayist literacy and the institutional practice of mystery
Theresa Lillis
127
8. Academic Literacy and the Discourse of Transparency
Joan Turner
149
9. Inventing Academic Literacy: An American perspective
Catherine Davidson and Alice Tomic
161
10. Agency and Subjectivity in Student Writing
Mary Scott
171
11. Academic Literacies
Brian Street
193
Index
229
“It is stimulating to read a critical work that interweaves theory with textual analysis and combines the analytical with the empirical in the exploration of students producing texts and making use of different registers in HE. This is a refreshing investigation of students writing as social practices ingrained with diverse cultural and epistemological issues.”
“This is a collection of papers that offers a great deal for teachers of English for Academic Purposes to reflect on. While these papers are all grounded in UK higher education, the issues discussed are pertinent for all teachers in institutions which employ English — or another international language — as their educational medium. It is heartening to see a collection of papers whose main concern is to place the student at the centre not only of our teaching concerns, but of those reflective practices that will help to inform the practices of our institutions and of our colleagues in other disciplines.”
Cited by

Cited by other publications

Cameron, Lynne & Graham Low
1999. Metaphor. Language Teaching 32:2  pp. 77 ff. Crossref logo
Clerehan, Rosemary, Jill Turnbull, Tim Moore, Alanna Brown & Juhani Tuovinen
2003. Transforming Learning Support: An Online Resource Centre for a Diverse Student Population. Educational Media International 40:1-2  pp. 15 ff. Crossref logo
Ivanič, Roz & Candice Satchwell
2015. Boundary Crossing: Networking and Transforming Literacies in Research Processes and College Courses. Journal of Applied Linguistics and Professional Practice 4:1  pp. 101 ff. Crossref logo
Lea *, Mary R.
2004. Academic literacies: a pedagogy for course design. Studies in Higher Education 29:6  pp. 739 ff. Crossref logo
McLean *, Monica & Hannah Barker
2004. Students making progress and the ‘research‐teaching nexus’ debate. Teaching in Higher Education 9:4  pp. 407 ff. Crossref logo
Stierer, Barry
2000. School teachers writing at university: what kind of knowledge is at stake?. Teacher Development 4:2  pp. 199 ff. Crossref logo
Street, Brian
2004. Academic literacies and the ?new orders?: implications for research and practice in student writing in higher education. LATISS: Learning and Teaching in the Social Sciences 1:1  pp. 9 ff. Crossref logo
Street, Brian V.
2003.  In Literacy and Literacies,  pp. xi ff. Crossref logo
Vargas Franco, Alfonso
2016. La escritura académica en el posgrado: la perspectiva del estudiante. Un estudio de caso.. REDU. Revista de Docencia Universitaria 14:1  pp. 99 ff. Crossref logo

This list is based on CrossRef data as of 02 june 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects
BIC Subject: CF – Linguistics
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  99023670