Writing across the Curriculum/Writing in the Disciplines

Thaiss, Chris

doi:10.7330/9780874219746.c036

Cited by 4 publications

(5 citation statements)

References 7 publications

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“…Frank’s and Mark’s references to their own argument goals and disciplinary training echo Thaiss and Zawacki’s (2006) finding that subtle disciplinary, subdisciplinary, institutional, and personal contexts are always at play when instructors evaluate student writing, even if they are not aware of how these factors shape their judgments. Their references also underscore the difficulty of trying to make explicit to students the discursive characteristics that are valued and implicitly expected.…”

Section: Resultsmentioning

confidence: 99%

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Exploring Valued Patterns of Stance in Upper-Level Student Writing in the Disciplines

Lancaster

2014

Written Communication

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Drawing on the appraisal framework from systemic functional linguistics (SFL), this article examines patterns of stance in a corpus of 92 highand low-graded argumentative papers written in the context of an upper-level course in economics. It interprets differential patterns of stance in students' texts in light of interview commentaries from the instructors, exploring how their judgments of students' levels of "critical reasoning" and "analytic rigor," among other qualities, may be influenced by recurring configurations of stance. As a methodological contribution, the article demonstrates how appraisal analysis of student writing, when used alongside instructor interviews, can reveal types of stances that are tacitly valued in the specific context. Results suggest the need for greater awareness among faculty in the disciplines of what is "going on" when they are reading student work and how they can make their expectations and judgments more explicit to students when assigning and evaluating writing.

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Section: Resultsmentioning

confidence: 99%

“…36-42). Such connections seem likely, especially in light of writing-across-the-curriculum research showing that faculty across disciplines report to value open displays of commitment, engagement, and passion in student writing (e.g., Thaiss & Zawacki, 2006; Waldo, 2004).…”

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confidence: 99%

Exploring Valued Patterns of Stance in Upper-Level Student Writing in the Disciplines

Lancaster

2014

Written Communication

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“…Whereas the students in content-oriented courses should be focused on the retelling of the course's main data, the students in writing courses should be more inclined towards the diverse ways to formulate and express their personal views and, accordingly, should be equipped with the adequate writing skills. Thaiss and Zawacki (2006) rightly assert that in the previously mentioned types of courses "professors expect to see evidences of tenacity, opennes and preparation along with reasonability and rationality in pieces of academic writing" (quoted in Uzun 2016, 26). This claim is of utmost importance for literature students.…”

Section: Eap Writing Skills and Foreknowledge Of Literary Criticismmentioning

confidence: 99%

Literature Students’ Manual for Eap Writing: A Survey of Interpretative Practices and Movements in Literary Criticism

Kalicanin,

Budimski

2024

ESPEAP

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The practice of teaching Methodology of scientific research, the obligatory course for PhD literature students of Foreign Philology at the Faculty of Philosophy in Niš, has showed that one of the frequent shortcomings in the process of creating a well-equipped literary scholar represents the lack of adequate knowledge regarding the mere purpose of literary criticism, its interpretative practices, methods and movements. Thus, the most important task of a literary instructor is to offer basic scientific insights into the previously mentioned matter, establish firm initial grounds and prepare students for further acquisition of diverse literary specificities. Accordingly, the aim of this article is to offer a brief survey of methods and movements in literary criticism that may serve as a starting point in the critical analysis of a literary work. Before focusing on the survey itself, diverse definitions of literary criticism are presented in the first part of the article. In the next segment, four most common interpretative practices in literary criticism (close reading, contextual analysis, the application of a critical approach, and social critique) are discussed. The last part of the article depicts and shortly explains some major contemporary schools of critical analysis, most frequently used in literature courses at the university level. The theoretical framework of the study relies on the valuable insights mainly of Rapaport, and then Richards, Brooks, Warren, Selden, Widdowson and Brooker. We finally argue that the obtained theoretical knowledge of literary criticism particularities represents a solid ground for developing an analytic apparatus for EAP writing.

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“…It seems unlikely, for instance, that nonprofit grant proposals use familiar "creating a research space" (CARS) moves like establishing a research territory and then establishing and occupying a research gap to argue for niche, field-specific problems (Swales, 1990), but research has not established what kinds of strategies nonprofit proposals do use to make problem-related arguments. Additionally, instructors tend to see their own academic writing knowledge as more universal than it really is (Lea & Street, 1998;Russell, 2002;Thaiss & Zawacki, 2006), and so without more insight into the rhetorical strategies of nonacademic proposal writing-including nonprofit proposal writing-instructors may unproductively guide students to apply academic writing conventions in nonacademic proposal writing scenarios. In other words, additional research into a professional genre like the nonprofit grant proposal could prove useful to writing and communication instructors if only to highlight gaps in our own prior knowledge and experience and to help us better account in our teaching for the extent to which different kinds of professional activity systems require different kinds of proposal-related arguments.…”

Section: Introductionmentioning

confidence: 99%

Topoiof Nonprofit Proposal Writing

DeJeu

2023

Business and Professional Communication Quarterly

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Studies of the grant proposal tend to conflate academic research grant proposals with other kinds of nonprofit grant proposal genres, even though research and nonprofit grant proposals have different audiences and goals. To address this gap, this study draws on the Aristotelian concept of topoi (or typical arguments) and uses corpus analysis, interview, and coding methods to answer the question, what topoi distinguish the academic research and nonprofit grant proposal genres? Findings suggest key differences in the topoi that research and nonprofit proposals use to advocate for problems and outcomes, set goals, and establish credibility.

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Writing across the Curriculum/Writing in the Disciplines

Cited by 4 publications

References 7 publications

Exploring Valued Patterns of Stance in Upper-Level Student Writing in the Disciplines

Exploring Valued Patterns of Stance in Upper-Level Student Writing in the Disciplines

Literature Students’ Manual for Eap Writing: A Survey of Interpretative Practices and Movements in Literary Criticism

Topoiof Nonprofit Proposal Writing

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