05531nam 2200697 a 450 991079033910332120200520144314.01-280-76900-997866136797721-78052-547-8(CKB)2670000000210330(EBL)943334(OCoLC)796384599(SSID)ssj0000694673(PQKBManifestationID)11427234(PQKBTitleCode)TC0000694673(PQKBWorkID)10667076(PQKB)11639236(MiAaPQ)EBC943334(Au-PeEL)EBL943334(CaPaEBR)ebr10571125(CaONFJC)MIL367977(PPN)187311145(EXLCZ)99267000000021033020120625d2012 uy 0engur|n|---|||||txtccrWriting in the disciplines[electronic resource] building supportive cultures for student writing in UK higher education /edited by Lisa Clughen, Christine Hardy1st ed.Bingley, U.K. Emerald20121 online resource (254 p.)Description based upon print version of record.1-78052-546-X Includes bibliographical references and index.Front Cover; Writing in the Disciplines: Building Supportive Cultures for Student Writing in UK Higher Education; Copyright Page; Acknowledgements; Contents; Preface; Introduction; The Role and Importance of Literacy and Academic Writing for the Individual; The Context of Academic Writing in UK Higher Education; Perspectives on and Approaches to Writing Support in UK HE; Universities and Writing as Spaces for Growth; Aims and Organisation of the Book; References; 1. Writing at School; 1.1. The National Curriculum; 1.2. Literacy Within the National Curriculum (English)1.3. Literacy Experiences Prior to Attending University1.4. Focus Groups; 1.5. Questionnaires; 1.6. Feedback to School Pupils at School; 1.7. Conclusion; References; 2. Writing at University: Student and Staff Expectations and Experiences; 2.1. Introduction; 2.2. The Research; 2.3. Student Expectations of Literacy at University; 2.4. Academics' Expectations of Student Literacy at University; 2.5. Types of Writing Undertaken at University; 2.6. Student Experiences of Literacy at University; 2.7. Academics' Experiences of Student Literacies; 2.8. Support for Writing2.9. Academics' Perspectives on the Barriers to Student Reading and Writing2.10. Discussion; 2.11. Conclusion; References; 3. Writing in the Disciplines; 3.1. Introduction; 3.2. The BAWE Corpus and Its Context; 3.3. Genre Families in the BAWE Corpus; 3.4. Differences Across the Disciplines; 3.5. Epistemological Differences; 3.6. Conclusion; References; 4. The Embodied Writer: Merleau-Ponty, Writing Groups and the Possibilities of Space; 4.1. Maurice Merleau-Ponty's Phenomenology; 4.2. The Body and Possibility; 4.3. Writing the Possible; 4.4. Writing Groups as Spaces of Possibility4.5. Writing Groups and the Doctoral Student Experience4.6. The Writing Group for Research Students (WGRS) at De Montfort University (DMU); 4.7. WGRS Participants as Embodied Writers: Emergent Themes; 4.8. Conclusion; References; 5. Writing in the Virtual Environment; 5.1. Introduction; 5.2. Languages of Technology; 5.3. Types of Virtual Spaces; 5.4. Mobile Virtual Spaces; 5.5. Using Blogs for Reflective Writing; 5.6. Wikis for Collaborative Writing; 5.7. ePortfolios; 5.8. Conclusion; References; 6. Using Dialogic Lecture Analysis to Clarify Disciplinary Requirements for Writing6.1. Introduction6.2. Clarifying Disciplinary Requirements for Writing; 6.3. On Joining a Writing Culture and 'Unconscious Competence'; 6.4. Using Dialogic Lecture Analysis to Render Unconscious Competence Conscious and Help Students Understand Disciplinary Requirements; 6.5. Outsiders Looking in: The Process of Dialogic Lecture Analysis; 6.6. Using Dialogic Lecture Analysis: A Case Study; Task 1: How Might You Use Theory in Your Writing? How Do Your Tutors Use Theory?; Task 2: Using Theory in Your Own Writing6.7. Analysis of the Case Study: Struggle, Sociality and Solidarity in Writing Development ExercisesWriting in the Disciplines examines and develops the praxis of writing at university and offers contextualised, practical applications and approaches to these ends. The purpose of the book is to share a collective body of experience in writing support and distil it into relevant guidance, enabling practitioners to develop their teaching and help students to improve their writing at university. It draws together the existing body of knowledge within literacy scholarship and crucially translates it into practical activities for writing development.English languageRhetoricEnglish languageRhetoricStudy and teachingEnglish languageGreat BritainGreat BritainfastEnglish languageRhetoric.English languageRhetoricStudy and teaching.English language808.042Clughen Lisa1479387Hardy Christine1479388MiAaPQMiAaPQMiAaPQBOOK9910790339103321Writing in the disciplines3695477UNINA