Academic Literacy and the Nature of Expertise: Reading, Writing and Knowing in Academic Philosophy

Geisler, Cheryl

doi:10.2307/358283

Cited by 155 publications

(173 citation statements)

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“…Airey/Linder 2009;Bourdieu et al 1965Bourdieu et al /1994Englund 1998;Geisler 1994;Lemke 1990;Middendorf/Pace 2004;Northedge 2002;Östman 1998;Roth et al 1997;Säljö 2000;Wickman/ Östman 2002). Geisler (1994: xi-xii) summarizes the complexity of this problem in the L1 context, observing that disciplinary discourse appears to " […] afford and sustain both expert and naïve representations: the expert representation available to insiders to the academic professions and the naïve representation available to those outside".…”

Section: Research Backgroundmentioning

confidence: 99%

The Ability of Students to Explain Science Concepts in Two Languages

Airey

2017

HJLCB

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This paper analyses the ability of twenty-one physics undergraduates at two Swedish universities to orally describe and explain in both Swedish and English the science concepts met in their lectures. This ability is related back to the language used to teach the concepts (English, Swedish or both languages). Transcripts of student descriptions in both languages are rated using three measures:Fluency (in terms of syllables per second and mean length of runs) 1.Code-switching 2.A judgment about the 'disciplinarity' of what is said. 3.Comparison between languages fi nds that students speak on average 45% slower and have 33% shorter runs in their English descriptions. However, these differences in speaking rate and run length become much lower (28% and 26% respectively) in those transcripts where students appear to have adequately understood the concepts that were presented in the lectures. These latter values are in line with fi ndings in comparative studies of other types of speech event (See Hincks 2010). Analysis of code-switching identifi es some students (n=3) who have great diffi culty describing disciplinary concepts in English. These were fi rst year students and were being taught in English for the fi rst time. It is thus concluded that for some students disciplinary English is indeed a problem. However, from a disciplinary point of view, all other students give similarly good (or bad) descriptions of physics concepts in both Swedish and English, regardless of the language used in the lectures.

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Section: Research Backgroundmentioning

confidence: 99%

The Ability of Students to Explain Science Concepts in Two Languages

Airey

2017

HJLCB

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“…Bain, 2006). As students make the transition from basic to academic literacy, adolescent writers must adapt to a variety of tasks, rhetorical structures, and standards that vary from one discipline to the next (Ackerman, 1991;Beaufort, 2004;Coffin, 2004;Geisler, 1994;Moje, 2008;Shanahan & Shanahan, 2008;R. Stevens, Wineburg, Herrenkohl, & Bell, 2005).…”

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confidence: 99%

Using Writing Tasks to Elicit Adolescents’ Historical Reasoning

Monte‐Sano

Paz

2012

Journal of Literacy Research

131

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One path to improving adolescents' literacy skills is to integrate reading and writing into the content areas in which such work occurs. Although argumentative writing has been found to help students understand historical content and transform information, scholars do not know the influence of specific task structures on students' writing or historical reasoning. To learn more, the authors administered four document-based writing tasks on the origins of the Cold War to 101 students from 10th or 11th grade. Using multiple regression, the authors found that writing tasks explained 31% of the variance in the quality of students' overall historical reasoning after accounting for differences in students' background. A closer analysis of different aspects of historical reasoning using a different rubric (and as analyzed using MANOVA) indicated that students' skill in recognizing and reconciling historical perspectives significantly improved with writing tasks that asked them to engage in sourcing, corroboration, and causal analysis. The task that asked students to imagine themselves as historical agents and write in the first person was significantly different and resulted in the lowest mean essay scores.

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“…En los Estados Unidos, el formulario de declaración de impuestos es 'leído' por una máquina, y solo unas pocas muestras alguna vez llegan a la atención de un lector humano, o lo que se denomina una audiencia. Al leer y escribir filosofía, el filósofo profesional se une a la gran conversación sobre la filosofía en un lugar imaginario situado por encima y más allá de cualquier aula de seminario, libre del tiempo real, pero manteniendo la cronología de las autorías (Geisler, 1994). Por supuesto esta discusión usa habilidades afinadas en salas de clases y se ensaya en numerosos seminarios, pero las contribuciones reconocidas surgen más allá de aquellos intercambios cara a cara para llegar a ser parte de la discusión en la literatura.…”

Section: La Abstracción De Situaciones Y Acciones Situadasunclassified

La escritura de la organización social y la situación alfabetizada de la cognición: Extendiendo las implicaciones sociales de la escritura de Jack Goody

Bazerman

2008

Rev. signos

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Resumen: La lectura y la escritura implican procesos profundamente sociales y psicoló-gicos que conectan los pensamientos, las percepciones, las experiencias y los proyectos de la gente con colectividades más amplias de acción y creencias organizadas. El trabajo pionero de Jack Goody acerca de las consecuencias de la lectura y la escritura gatilló investigaciones de cambios tanto sociales como psicológicos que fueron consecuencia de la introducción y del desarrollo de la lectura y la escritura durante los últimos cinco años. Los conceptos de 'género' y 'sistema de actividad' son útiles para, ampliando el planteamiento inicial de Goody, proporcionar mecanismos para el desarrollo histórico y social, y la diferenciación de prácticas de lectura y de escritura, con consecuencias para los tipos de situaciones organizadas que compartimos, acerca de las cuales pensamos y entregamos nuestra cooperación, como también para las clases de situaciones y actividades organizadas dentro de las cuales realizamos lo anterior. Estos procesos generan información, conocimiento y pensamiento compartido. Este ensayo examina estas perspectivas teóricas hacia la construcción social del ambiente simbólico construido en el contexto de la historia reciente y en el de las investigaciones sociales.Palabras Clave: Consecuencias de la alfabetización, organización social, cognición, géneros, sistemas de actividad, intertextualidad.

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Academic Literacy and the Nature of Expertise: Reading, Writing and Knowing in Academic Philosophy

Cited by 155 publications

References 0 publications

The Ability of Students to Explain Science Concepts in Two Languages

The Ability of Students to Explain Science Concepts in Two Languages

Using Writing Tasks to Elicit Adolescents’ Historical Reasoning

La escritura de la organización social y la situación alfabetizada de la cognición: Extendiendo las implicaciones sociales de la escritura de Jack Goody

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