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Books > Language & Literature > Language & linguistics > Literacy
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Writing/Disciplinarity - A Sociohistoric Account of Literate Activity in the Academy (Paperback)
Loot Price: R1,498
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Writing/Disciplinarity - A Sociohistoric Account of Literate Activity in the Academy (Paperback)
Series: Rhetoric, Knowledge, and Society Series
Expected to ship within 12 - 17 working days
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Over the past century, the explosive growth of scientific,
technical, and cultural disciplines has profoundly affected our
daily lives. However, processes of enculturation in sites such as
graduate education that have helped to form these disciplines have
received very limited research attention. In those sites, graduate
students write diverse documents, including course papers,
departmental examinations, theses and dissertations, grant and
fellowship applications, and disciplinary publications. Thus,
writing is one of the central domains of enculturation--an activity
through which graduate students and professors display and
negotiate disciplinary knowledge, genres, identities, and
institutional contexts. This volume explores this intersection of
writing and disciplinary enculturation through a series of
ethnographic case studies. These case studies provide the most
thorough descriptions available today of the lived experience of
graduate seminars, combining analysis of classroom talk, students'
texts and professor's written responses, institutional contexts,
students' representations of their writing and its contexts, and
professors' representations of their tasks and their students.
Given the complexities that the ethnographic data displayed, the
author found that conventional notions of writing as a process of
transcription and of disciplines as unified discourse communities
were inadequate. As such, this book also offers an in-depth
exploration of sociohistoric theory in relation to writing and
disciplinary enculturation. Specific case studies introduce, apply,
and further elaborate notions of: * writing as literate activity, *
authorship as mediated by other people and artifacts, * classroom
tasks as speech genres, * enculturation as the interplay of
authoritative and internally persuasive discourses, and *
disciplinarity as a deeply heterogeneous, laminated, and dialogic
process. This blend of research and theory should be of interest to
scholars and students in such fields as writing studies, rhetoric,
writing across the curriculum, applied linguistics, English for
academic purposes, science and technology studies, higher
education, and the ethnography of communication.
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