In the Michigan Classics Edition of Disciplinary Discourses: Social Interactions in AcademicWriting, Ken Hyland examines the relationships between the cultures of academic communities and their unique discourses.
Author: Ken Hyland
Publisher: University of Michigan Press
Category: Foreign Language Study
Why do engineers "report" while philosophers "argue" and biologists "describe"? In the Michigan Classics Edition of Disciplinary Discourses: Social Interactions in AcademicWriting, Ken Hyland examines the relationships between the cultures of academic communities and their unique discourses. Drawing on discourse analysis, corpus linguistics, and the voices of professional insiders, Ken Hyland explores how academics use language to organize their professional lives, carry out intellectual tasks, and reach agreement on what will count as knowledge. In addition, Disciplinary Discourses presents a useful framework for understanding the interactions between writers and their readers in published academic writing. From this framework, Hyland provides practical teaching suggestions and points out opportunities for further research within the subject area. As issues of linguistic and rhetorical expression of disciplinary conventions are becoming more central to teachers, students, and researchers, the careful analysis and straightforward style of Disciplinary Discourses make it a remarkable asset. The Michigan Classics Edition features a new preface by the author and a new foreword by John M. Swales.
TEACHING WORLD ENGLISHES The “gloriously impure” World Englishes
present the possibility of understanding the limitations of our disciplinary discourse that has so far produced incomplete, and oftentimes misleading,
understandings of ...
Scientific Discourse in Socio - historical Context . Mahwah , NJ ... Talking with
Readers : Meta - discourse as Rhetorical Act . New York : Peter Lang . Crismore ,
A ... Disciplinary Discourses : Social Interactions in Academic Writing . London ...
As graduate school enrollments increase across the United States, professors from most disciplines lament these students lack writing skills.
Author: Jeff Gard
Category: Education, Higher
As graduate school enrollments increase across the United States, professors from most disciplines lament these students lack writing skills. Previous studies on graduate student writing have stated that students are underprepared to write in their programs and have offered several suggestions for remediating these skills: writing seminars, introductory writing classes, increased faculty feedback, and writing checklists. Most of these studies are based on the perspectives of professors, who act as gatekeepers to determine who is considered an expert in a field. Few studies have addressed how writing centers can help graduate students as emerging experts. Using surveys, document analysis, and case studies, the current study gathered data on graduate students' perspectives of their writing preparedness and confidence. In addition, the study looked at how these students perceived the writing support they receive in their programs, what types of documents they needed help writing, and why they used the services of a writing center. Finally, case studies on three doctoral students revealed how a tutor helped graduate students who used the writing center. Contrary to previous studies, the current study found that graduate students do not view themselves as underprepared to write at the graduate level. On surveys, they expressed a high level of confidence in their writing skills. Regardless of this confidence, these students still wanted to work with a tutor in the writing center. While some graduate students used the writing center to fulfill a course requirement or a professor's expectation, most found the writing center helped offset the isolation they felt and provided a ready and eager audience for their ideas. In addition, there is some evidence that the writing center helped graduate students rehearse their roles as experts (Leverenz, 2001) and participate in their disciplinary discourse at the passing, procedural, and deep levels (Prior, 1998).
Therefore , the protagonists of globalisation always enter into disciplinary discourses such as those of economics , cultural studies , communication and
media studies , political science , anthropology , sociology and a host of others .
Discourse communities in a wide variety of disciplines and professions have
been analyzed from a rhetorical ... I examine how the disciplinary discourse
begins to penetrate students ' texts and how they integrate this discourse into
More than just learning about linguistics and its discourses, Gee explains that he
had to acquire its discourse. ... Gee's theory provides a useful frame for
understanding the dynamism of the multiple disciplinary discourses, which are, to
Author: Patrick J. M. Costello
Publisher: Multilingual Matters Limited
Category: Language Arts & Disciplines
This book examines the theory and practice of argument in primary, secondary and tertiary education. Several of its chapters offer theoretical discussion of the forms and functions of argument within social, philosophical, historical and rhetorical contexts.
... student thinking Discourses ( within a particular instructional design ) , would
be more capable of interpreting a student ' s talk in a manner apt to lead to richer
or more nuanced disciplinary understandings . This teacher would attempt to talk
This overall analysis of how each rhetorical moment is embedded within the
evolving discourse system of a discipline provides a ... Similarly, gender studies
have begun to examine the extent to which all disciplinary discourses embed
Author: Burton R. Clark
Volume 1 gives an overview of higher education in 130 countries; volume 2 analyzes societal and economic aspects, including technology transfer, equality, national models, reforms, labor needs, colleges by discipline, and governance; volume 3 covers issues and theory related to faculty and students: teaching, learning and research (curricula, effects of higher education, rewards and incentives, non-traditional students) and disciplinary perspectives (organizational theory, comparative education, macro and micro-sociology, women's studies). Volume 4 contains essays on major academic disciplines: the Humanities, social sciences, biological sciences, medical sciences, and physical sciences.
Chapter 9 Disciplinary Discourses in " El Colegio ” Introductory remarks The
objective of this chapter is to illuminate , in explorational and tentative ways ,
matters related to the disciplinary discourse of the government of the Argentine
If the main goal of writing instruction at university is the acquisition of disciplinary discourses , such critics of WID say , we should probably turn the teaching of
writing over to those inside the disciplines . Territorial disputes , institutional
Book Review Disciplinary discourses : Social interactions in academic writing by
Hyland K . ( 2000 ) . London : Longman , 211 pp . ISBN 0 - 582 - 41904 - 2 . Disciplinary discourses : Social interactions in academic writing , by Ken Hyland ,
is a ...
He sounds a further warning note that forced marriages cannot be imposed on
incompatible disciplinary discourses . Knowledge forms change , over time , in
response to new knowledge , and through this process , some disciplinary ...
The destabilisation of disciplinary discourses means that objects of analysis are
no longer seen as simple, certain and well defined but in postdisciplinary
academic discourses as complex, uncertain and contested spaces. As with
Without explicitly linking study of disciplinary discourse and the emphasis of most
WAC programs on improvement in student writing , Bazerman ' s work does draw
a contrast between " rhetorical self - examination " — what the conscious ...
Prior studies have also explored how to help students participate in disciplinary discourses , especially those students for whom academic discourse may be less
familiar , or less welcoming ( Gutierrez , Baquedano - Lopez , Alvarez , & Chiu ...
Author: Michael B. Sherry
Category: Communication in education
Recitations and discussions are two types of interactions which have long been of interest to researchers who study classroom discourse in secondary English and Social Studies. According to research, teachers control the discourse during recitations through "inauthentic" questions requiring pre-specified answers. In contrast, discussions involve shared control and include "authentic" questions allowing multiple interpretations. This research has described recitations and discussions as opposites. Moreover, recitations and discussions have primarily been distinguished by who speaks and how many answers are possible. In defining these interactions in terms of stable categories and a multiplicity of voices and interpretations, little attention has been paid to dynamic relationships created through discourse during these interactions: If recitations appear to be so persistent, how might they be "reframed" as discussions through negotiation of the roles, relationships, and responses that are possible and appropriate in an interaction? If discussions involve not only expressing multiple opinions but also engaging with texts and responding to others' perspectives, how do speakers relate their experiences to the topic and build on others' contributions? My dissertation addressed discussions in terms of dynamic, discursive relationships through sociolinguistic discourse analysis of field notes, class transcripts, written reflections, and interviews on 28 lessons over one year in an urban 10th grade English class, a suburban 9th grade Social Studies class, and a rural 12th grade Composition class. Based on this research, I make the following claims. Recitations and discussions are not stable discourse patterns determined by individual speakers or individual turns in conversation. In contrast with prior English and Social Studies education research, the teacher's intended purpose did not necessarily determine the nature of the interaction, and inauthentic/authentic questions were not necessarily indicators of recitations/discussions. Rather, the discourse seemed to depend on how the interactional frame could be (re)negotiated among teacher and students. Recitations were reframed as discussions by relating students to the topic through "animation" and by relating different opinions to each other via "double voicing." "Animation" that cast students as figures in a historical/literary event reframed recitations as discussions by describing the topic as one with which students could identify. This finding adds to English and Social Studies education research on how envisionment of story worlds can increase students' comprehension/engagement and on how imagining themselves into events can increase students' empathy/authority. "Double voicing" students' comments reframed recitations as discussions by repeating what others had said in ways that provoked debate. This finding adds to English and Social Studies education research on how asking questions about what others have just said can contribute to discussion and on how interpretive questions encourage debate. Discussions can depend on the framing of other classroom interactions. Activities that preceded and followed discussions, in these data, shaped the frame for discussions. The framing of similar activities among teacher and students during previous classes shaped the frame for discussions. Repeated renegotiation of the frame led to emergence of genres, or types, of discussions. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].