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ERIC Number: ED334577
Record Type: RIE
Publication Date: 1991-Mar
Pages: 34
Abstractor: N/A
Reference Count: 0
Gender and Teaching Academic Discourse: How Teachers Talk about "Facts, Counterfacts, and Artifacts."
Belanger, Kelly
An exploratory study examined how gender might be connected with differences in how teachers of basic writing talk about their version of the course which David Bartholomae and Anthony Petrosky describe in their book "Facts, Counterfacts, and Artifact: Theory and Method for a Reading and Writing Course." Subjects, five male and five female composition instructors with varying degrees of experience in teaching the "Facts" curriculum based on the book, responded to a series of open-ended questions, including questions dealing with their teaching experiences, initial reactions to the course, changes they would like to make, definitions of academic discourse, and the way their gender affected the way they teach or feel. Transcripts of the interviews were analyzed to determine the degree to which the teachers' interpretations of the "Facts" course emphasizes one or the other of the two parts (intellectual practice or stylistic conventions) of academic discourse. Transcripts were also analyzed for any connection between teachers' gender orientation (masculine, feminine, androgynous, and undifferentiated) and their various readings of the "Facts" course. Results indicated that while the course has a richness that allows interpretation, fewer than half the subjects saw an invitation to creative interpretation in the Bartholomae-Petrosky text. Results also indicated that the teachers who did perceive it that way were mostly female, were always people who had taught the course more than once, and were the most androgynous individuals in the group. (Seven notes are included and 11 refernces are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Teacher Surveys
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (42nd, Boston, MA, March 21-23, 1991).