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ERIC Number: ED450374
Record Type: Non-Journal
Publication Date: 2000-Nov
Pages: 22
Abstractor: N/A
Reference Count: N/A
Development Revisited: Writing and Knowing in Transition.
Pounds, Buzz R.
A study examined the developmental epistemologies of first-year university students at a comprehensive university, based on the idea that students often come to the university in intellectual transition which may affect their epistemological stances toward writing. The students' comments as reported from a survey fall into seven categories: topic, topic choice, content, and meaningfulness; opinion, personal experience, sources, interpretation, and plagiarism; grades; form, grammar, style, length, and thesis statement; assignments, assignment specifications, due dates, and classroom quirks; creative expression; and distrust, power issues, effort, and cheating. Findings suggest: students prefer choice both in topics and in response; students arrive with histories which often include writing experiences that were not always conducive to good writing; teachers must be aware that style may be explained as opinion, convention, suggestion, or choice; and teachers need to refigure, re-theorize, or reconceptualize opinion/argument papers, perhaps choosing the business report/ recommendation format instead. Contains 46 references. An appendix contains the survey instrument. (EF)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A