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ERIC Number: EJ858146
Record Type: Journal
Publication Date: 2009-Jun
Pages: 13
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-1356-2517
Entering the Conversation: Reaction Papers in Advanced Academic Literacy
Stacey, Jennifer Davida; Granville, S.
Teaching in Higher Education, v14 n3 p327-339 Jun 2009
Amongst academics working with postgraduate students, there has recently been increasing interest in ways of supporting advanced academic literacy (AAL). This is a concern for us at the University of Witwatersrand in Johannesburg, South Africa, where we teach a diverse group of postgraduate students, most of whom are subject practitioners in higher education but newcomers to the study of education. We argue that the development of AAL cannot be taken for granted--it needs to be mediated and practised in situated tasks. Our concern is how most effectively, within our context, to encourage awareness of the underlying, often unarticulated norms for participation in this complex social interaction with a disciplinary community to which our students are newcomers. In this article we demonstrate that the use of reaction papers provides opportunities for legitimate peripheral participation in both the cognitive and social processes of AAL. (Contains 1 figure and 9 extracts.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa (Johannesburg)