ERIC Number: ED306600
Record Type: Non-Journal
Publication Date: 1989-May
Reference Count: N/A
Negotiating Academic Discourse (Reading-to-Write Report No. 10). Technical Report No. 29.
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)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Study of Writing, Berkeley, CA.; Center for the Study of Writing, Pittsburgh, PA.