The Idea of Community in the Study of Writing

Harris, Joseph

doi:10.2307/358177

Cited by 147 publications

(25 citation statements)

References 8 publications

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“…For this, it is helpful to turn to Lave and Wenger's "Community of practice" concept (Lave & Wenger 1991), in which they explain the processes of entry, apprenticeship, membership, seniority, and exit through retirement, death, translocation, etc. A third problematic area is that both the discourse community concept and that of communities of practice tend to view their objects of study through an overly idealistic lens, especially in terms of assumptions about shared beliefs, values, motives, and allegiances among its members (Harris 1989). For instance, when we visit a department in the university that is new to us, our immediate impression is typically one of a homogeneous and sedate disciplinary world with wide agreements about such matters as methodology and epistemology.…”

Section: Years Later-a Changed Worldmentioning

confidence: 99%

Reflections on the concept of discourse community

Swales¹

2016

asp

113

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Cet article présente une réflexion sur le concept de communauté de discours, dont, en tant que chercheur, je me préoccupe de manière épisodique depuis trente ans. Il retrace tout d’abord le point de départ de mon intérêt personnel pour cette notion, en rappelant les résultats d’une étude qui portait sur des communautés au sein d’un petit bâtiment universitaire. Il explore ensuite la façon dont ce concept a été repris par ceux qui enseignent les techniques d’écriture universitaire dans le supérieur aux États-Unis. Trois types de communauté de discours sont ensuite proposés : les communautés locales, focales et « folocales », ces dernières présentant des caractéristiques communes aux deux premières. Les universitaires particulièrement actifs appartiennent typiquement aux communautés « folocales » car ils s’efforcent de maintenir un équilibre entre les exigences qui émanent du contexte local (enseignement, tâches administratives) et celles qui sont liées à la production savante intensive (communications, publications). Dans la seconde partie de l’article, les critères dans Genre Analysis (1990) sont amendés, étoffés et mis à jour, puis sont suivis de remarques conclusives.

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Section: Years Later-a Changed Worldmentioning

confidence: 99%

Reflections on the concept of discourse community

Swales¹

2016

asp

113

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“…A systematic investigation of such writing and reading practices could help us identify those literacy practices in which the pupils of primary education, their families, and teachers engage, as well as the relationships established among the various domains such as home, school, and community, among 75 others. In the various social contexts in which the young learners, families, and teachers participate, members share a number of conventions in terms of the objects of communication, discourse structure, writing style, and so on (Harris, 1989). Currently, the writing and reading practices of pupils, within and out of school, are not known, nor how these relate to the language and literacy activities in Costa Rican primary schools.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Analysis of Different Views and Conceptualizations of the Literacy Practices of Pupils, Families, and Teachers in Costa Rican Primary Education

Guzmán‐Simón

Moreno‐Morilla

Jiménez

2018

Journal of Research in Childhood Education

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“…Trimbur (1988) was the first to argue that current approaches to collaboration too strongly emphasized consensus and unanimity of view, suggesting that for collaboration to be most beneficial, opportunities for disagreement and expression of divergent ideas need to be built in. The critical tradition he established was followed by Harris's (1989) rejection of the term "community" in favor of the less consensus-driven idea of the city, and his view of the classroom as a site where dissensus is not only tolerated but encouraged and explored. Other critical analyses of collaboration were published by Bleich (1995) and Ervin and Fox (1994).…”

Section: Collaborationmentioning

confidence: 99%

Research in writing, postsecondary education, 1984-2003

Durst¹

2006

L1 Educational Studies in Language and Literature

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This review of research in college composition divides the field into research focused on the student writer, the teacher of college composition, and the contexts of writing. The period under review is characterized by the "social turn," an effort to situate the writer within social, political, and other contexts in which teaching and writing take place. The author finds that, early in the 21 st century, the field of college composition lacks the sort of monolith -such as the "current rhetorical" tradition that has now been largely abandoned -that galvanized teachers and researchers of college composition in the past. As a consequence, the field presently lacks a clear focus or direction. Key words: college composition, writing research DURSTFrench résumé Cette revue de question sur la composition à l'université comprend des recherches centrées sur l'étudiant-auteur, l'enseignant et les contextes d'écriture. La période examinée se caractérise par un " tournant social ", un effort pour situer l'auteur dans les contextes, social, politique ou autres, dans lesquels l'écriture et son enseignement prennent place. L'auteur constate que, au début du 21e siècle, la recherche sur la composition à l'université perd son caractère monolithique -comme la tradition de la " rhétorique classique " maintenant en grande partie abandonnée-qui a tant enthousiasmé les enseignants et les chercheurs dans le passé. En conséquence, ce domaine de recherche manque actuellement d'une centration, ou d'une orientation, claire. (Abstract translated into French by Laurence Pasa.) Mots clefs : composition à l'université, recherche en écriture Portuguese resumo. Este levantamento da investigação sobre composição no ensino secundário divide o campo de análise em investigação centrada no estudante escrevente, no professor de composição no secundário e nos contextos de escrita. O período em análise é caracterizado pela "viragem social", um esforço para situar o escrevente em contextos sociais, políticos e todos os outros em que o ensino e a escrita têm lugar. O autor considera que, no início do século XXI, o domínio da composição no secundário não tem o carácter sólido -como, por exemplo, na tradição "retórica contemporânea" que foi agora largamente abandonada -que galvanizou professores e investigadores no passado. Por isso, falta neste campo um rumo ou focalização claros. (Abstract translated into Portuguese by Paulo Feytor Pinto) Palavras-chave: composição no secundário; investigação sobre escrita

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The Idea of Community in the Study of Writing

Cited by 147 publications

References 8 publications

Reflections on the concept of discourse community

Reflections on the concept of discourse community

Analysis of Different Views and Conceptualizations of the Literacy Practices of Pupils, Families, and Teachers in Costa Rican Primary Education

Research in writing, postsecondary education, 1984-2003

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