ERIC Number: ED366971
Record Type: RIE
Publication Date: 1992-Nov
Reference Count: N/A
Writing from Academic Sources. Study 1: Acquiring Discourse Knowledge for Writing and Learning. Final Report.
Spivey, Nancy Nelson; And Others
The first phase of a study into language learning examined six undergraduate students' building of disciplinary discourse knowledge as they became immersed in the disciplinary community of psychology. Students were followed over the entire 4-year course of their undergraduate careers. Data included interviews, questionnaires, papers the students wrote, and maps they drew of the discipline of psychology throughout the 4 years (and into a 5th year). Results indicated that all of the subjects made changes (some gradual and some dramatic) in their representations of the discipline. In the bodies of work of some subjects were signs of an emerging authorship--signs that the writer was creating a body of work interconnected through thematic links and connected with a community of scholars pursuing similar work. The second phase provided converging information for the 5-year-long longitudinal study. Nine professors, 10 first-year students, 10 third-year students, and 12 graduate students from the Department of Psychology at Carnegie Mellon University completed questionnaires designed to elicit their descriptions of the discipline of psychology, the roles writing and authoring play in the discipline, and their experiences with authoring in the discipline. Results indicated that as students became more steeped in the discipline, they became more attuned to the various kinds of discourse that operated within the discipline; and the students learned the discipline through a long apprenticeship. (Eleven tables and 10 figures of data are included; questionnaires are attached. Contains 55 references.) (RS)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for the Study of Writing and Literacy, Berkeley, CA.
Identifiers: Authorship; Carnegie Mellon University PA; Writing Development