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Books > Language & Literature > Language & linguistics > Literacy
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Academic Literacy and the Nature of Expertise - Reading, Writing, and Knowing in Academic Philosophy (Paperback)
Loot Price: R1,651
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Academic Literacy and the Nature of Expertise - Reading, Writing, and Knowing in Academic Philosophy (Paperback)
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The first full-length account integrating both the cognitive and
sociological aspects of reading and writing in the academy, this
unique volume covers educational research on reading and writing,
rhetorical research on writing in the disciplines, cognitive
research on expertise in ill-defined problems, and sociological and
historical research on the professions.
The author produced this volume as a result of a research program
aimed at understanding the relationship between two concepts --
literacy and expertise -- which traditionally have been treated as
quite separate phenomena. A burgeoning literature on reading and
writing in the academy has begun to indicate fairly consistent
patterns in how students acquire literacy practices. This
literature shows, furthermore, that what students do is quite
distinct from what experts do. While many have used these results
as a starting point for teaching students "how to be expert," the
author has chosen instead to ask about the interrelationship
between expert and novice practice, seeing them both as two sides
of the same project: a cultural-historical "professionalization
project" aimed at establishing and preserving the professional
privilege.
The consequences of this "professionalization project" are
examined using the discipline of academic philosophy as the "site"
for the author's investigations. Methodologically unique, these
investigations combine rhetorical analysis, protocol analysis, and
the analysis of classroom discourse. The result is a complex
portrait of how the participants in this humanistic discipline use
their academic literacy practices to construct and reconstruct a
great divide between expert and lay knowledge. This monograph thus
extends our current understanding of the rhetoric of the
professions and examines its implications for education.
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