Writing/disciplinarity : a sociohistoric account of literate activity in the academy
Author(s)
Bibliographic Information
Writing/disciplinarity : a sociohistoric account of literate activity in the academy
(Rhetoric, knowledge, and society)
L. Erlbaum Associates, 1998
Available at 5 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references (p. 314-324) and indexes
Description and Table of Contents
Description
Over the past century, the explosive growth of scientific, technical, and cultural disciplines has profoundly affected our daily lives. However, processes of enculturation in sites such as graduate education that have helped to form these disciplines have received very limited research attention. In those sites, graduate students write diverse documents, including course papers, departmental examinations, theses and dissertations, grant and fellowship applications, and disciplinary publications. Thus, writing is one of the central domains of enculturation--an activity through which graduate students and professors display and negotiate disciplinary knowledge, genres, identities, and institutional contexts. This volume explores this intersection of writing and disciplinary enculturation through a series of ethnographic case studies. These case studies provide the most thorough descriptions available today of the lived experience of graduate seminars, combining analysis of classroom talk, students' texts and professor's written responses, institutional contexts, students' representations of their writing and its contexts, and professors' representations of their tasks and their students.
Given the complexities that the ethnographic data displayed, the author found that conventional notions of writing as a process of transcription and of disciplines as unified discourse communities were inadequate. As such, this book also offers an in-depth exploration of sociohistoric theory in relation to writing and disciplinary enculturation. Specific case studies introduce, apply, and further elaborate notions of:
* writing as literate activity,
* authorship as mediated by other people and artifacts,
* classroom tasks as speech genres,
* enculturation as the interplay of authoritative and internally persuasive discourses, and
* disciplinarity as a deeply heterogeneous, laminated, and dialogic process.
This blend of research and theory should be of interest to scholars and students in such fields as writing studies, rhetoric, writing across the curriculum, applied linguistics, English for academic purposes, science and technology studies, higher education, and the ethnography of communication.
Table of Contents
Contents: C. Bazerman, Editor's Introduction. Preface. Part I: Introduction. Resituating the Discourse Community: A Sociohistoric Perspective. Part II: Situated Explorations of Academic Writing Tasks. Multiple Exposures: Tracing a Microhistory of Academic Writing Tasks. Making Semiotic Genres: Topics, Contextualizations, and Literate Activity in Two Seminars. Trajectories of Participation: Two Paths to the MA. Part III: Literate Activity and Mediated Authorship. Literate Activity, Scenes of Writing, and Mediated Authorship. Images of Authorship in a Sociology Research Team. Voices in the Networks: Distributed Agency in Streams of Activity. A Microhistory of Mediated Authorship and Disciplinary Enculturation: Tracing Authoritative and Internally Persuasive Discourses. Part IV: Redrawing the Maps of Writing and Disciplinarity. Laminations of Activity: Chronotopes and Lilah. Writing/Disciplinarity: A Sociohistoric Approach. Appendices: Situating the Research: Multiple Exposures of a Methodology. Conventions of Data Representation.
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