LEADER 05531nam 2200697 a 450 001 9910790339103321 005 20200520144314.0 010 $a1-280-76900-9 010 $a9786613679772 010 $a1-78052-547-8 035 $a(CKB)2670000000210330 035 $a(EBL)943334 035 $a(OCoLC)796384599 035 $a(SSID)ssj0000694673 035 $a(PQKBManifestationID)11427234 035 $a(PQKBTitleCode)TC0000694673 035 $a(PQKBWorkID)10667076 035 $a(PQKB)11639236 035 $a(MiAaPQ)EBC943334 035 $a(Au-PeEL)EBL943334 035 $a(CaPaEBR)ebr10571125 035 $a(CaONFJC)MIL367977 035 $a(PPN)187311145 035 $a(EXLCZ)992670000000210330 100 $a20120625d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aWriting in the disciplines$b[electronic resource] $ebuilding supportive cultures for student writing in UK higher education /$fedited by Lisa Clughen, Christine Hardy 205 $a1st ed. 210 $aBingley, U.K. $cEmerald$d2012 215 $a1 online resource (254 p.) 300 $aDescription based upon print version of record. 311 $a1-78052-546-X 320 $aIncludes bibliographical references and index. 327 $aFront 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) 327 $a1.3. 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 Writing 327 $a2.9. 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 Possibility 327 $a4.5. 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 Writing 327 $a6.1. 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 Writing 327 $a6.7. Analysis of the Case Study: Struggle, Sociality and Solidarity in Writing Development Exercises 330 $aWriting 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. 606 $aEnglish language$xRhetoric 606 $aEnglish language$xRhetoric$xStudy and teaching 606 $aEnglish language$zGreat Britain 607 $aGreat Britain$2fast 615 0$aEnglish language$xRhetoric. 615 0$aEnglish language$xRhetoric$xStudy and teaching. 615 0$aEnglish language 676 $a808.042 701 $aClughen$b Lisa$01479387 701 $aHardy$b Christine$01479388 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910790339103321 996 $aWriting in the disciplines$93695477 997 $aUNINA