Negotiating Academic Discourse (Reading-to-Write Report No. 10). Technical Report No. 29 [microform] / Linda Flower
- Bib ID:
- 5503687
- Format:
- Book and Microform
- Author:
- Flower, Linda
- Online Version:
- https://eric.ed.gov/?id=ED306600
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- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1989
- 50 p.
- Summary:
-
This study is the 10th in a series of reports from the Reading-to-Write Project, a collaborative study designed to examine the cognitive processes of college freshmen in the act of entering a university-level academic discourse community and to present a model of that transition. Subjects, 17 freshmen (of a total of 72 participating either as controls or as experimental subjects), had their think-aloud protocols recorded and were interviewed concerning their approaches to writing. The report presents a conceptual framework for understanding how freshmen deal with academic writing as a cognitive and social process, but explicitly rejects the "deficit model" (in which students are presumed to lack basic writing skills) and the more traditional staged developmental model in favor of a more contextualized, more strategic picture. The report also examines one set of strategies students used to construct an organizing idea. Implications are that cognitive and social forces may be working together against students adapting and extending the processes they already use in order to enter the more sophisticated academic discourse community. (Two figures are included and the Reading-to-Write study reference list are attached.) (RS)
- Notes:
-
- Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
- ERIC Note: For the other reports in this series, see ED 285 206, CS 211 845-853, and CS 211 887.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Available From:
- ERIC
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1989
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