ERIC Number: ED409184
Record Type: RIE
Publication Date: 1997-Apr
Bluffing Their Way into Science: Analyzing Students' Appropriation of the Research Article Genre.
O'Neill, D. Kevin
This paper reports on research in the analysis of high school and middle school students' appropriation of the Research Article genre in science classes. The appropriation of this rhetorical form is proposed as a measure of students' understanding of adult argumentative practice in science and the effectiveness of a learning environment in supporting the development of this understanding. An important part of this research has been the development of a coding scheme to enable the comparison of genre appropriation patterns across a large number of texts from a variety of school and curricular settings. The coding scheme produces a series of numerical scores to indicate such things as students' fulfillment of the standard rhetorical moves of scientific research articles, the written personas that students project, and the ways in which they use sources and authorities to support argument. Because the analysis of genre appropriation is a relatively non-invasive way of conducting research (when compared to survey instruments, for example), this method can provide a useful tool for reformers to compare outcomes from iterations or conditions of curricular experiments aimed at developing students' understanding of adult persuasive practices in the sciences. Contains 16 references. (Author/NB)
Descriptors: Communication (Thought Transfer), Content Area Writing, Discourse Modes, Educational Innovation, High School Students, Intermediate Grades, Literary Devices, Literary Genres, Middle School Students, Middle Schools, Problem Solving, Research Papers (Students), Science Education, Science Process Skills, Secondary Education, Writing (Composition)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April, 1997).