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ERIC Number: EJ862009
Record Type: Journal
Publication Date: 2009
Pages: 45
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-1086-296X
Genre and Thinking in Academic Writing Tasks
Beck, Sarah W.; Jeffery, Jill V.
Journal of Literacy Research, v41 n2 p228-272 2009
Genre-based approaches to teaching writing have made important strides in heightening students' awareness of audience and purpose but have paid less attention to the ways in which expectations for written performance in school context are embedded in expectations for certain kinds of discipline-based thinking. In this paper we present a study that explored how a group of high school students studying history and literature within an interdisciplinary framework experience the thinking demands associated with a particular kind of writing characteristic of both subjects: analytic exposition. We found that the task of articulating interpretive thematic statements is a significant challenge for these students, in some cases because the nature of interpretative understanding remains elusive to them and in others because they struggle with finding the language to express this understanding in a concise form. A separate but related finding has to do with opportunities for interpretive insight that arose from writing in genres other than conventional analytic exposition, for example, narrative, descriptive, and imaginative writing. We conclude our discussion by recommending further investigation of ways in which alternatives to analytic exposition may be used as bridges to mastery of this important academic genre. (Contains 4 footnotes and 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Grade 11; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A