Writing/Disciplinarity

Prior, Paul A

doi:10.4324/9780203810651

Cited by 51 publications

(56 citation statements)

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“…Thus, productive scholars suggested that one's "voice" emanates from an agency/structure connection between the author and the discourse community. However, in line with contemporary revisions of the discourse community concept, authors also presented a more heterogeneous view on writing style (Prior, 1998). A large portion of the most influential scholars demonstrated that interpretation comes from personal experience, from being different people, having different ways of thinking about the world, being in it and discussing it: I definitely think that there are different personalities to writing.…”

Section: Creativity From a Socio-cultural Perspectivementioning

confidence: 80%

“…Epistemologically, the universal perspective is grounded in Saussure's structuralism view of writing and language. A structuralism perspective involves a few basic principles (Prior, 1998;. First, a structuralism perspective of writing identifies an observational language that transcends the contexts and contingencies of the everyday.…”

Section: The Universal Perspectivementioning

confidence: 99%

“…However, recent writing studies literature has critiqued this notion of discourse communities as too homogenous in itself, and instead, recent research has demonstrated that heterogeneity in writing practice and value even exists within single discourse communities. That is, sub-sectors of an individual field are likely to differentially negotiate their own expected practices and values (Prior, 1998). Thus, literary theorists and writing studies research have identified the heterogeneous nature of discourse communities and how they may contrast other discourse communities.…”

Section: Research On Discourse Communities Represents That Writing Prmentioning

confidence: 99%

“…However, contemporary notions of discourse communities have challenged the homogeneity of the discourse community concept itself, identifying that writing is more heterogeneous than a broad discourse community concept can indicate (Prior, 1998). For instance, as Harris (1989) has noted: "...one is always simultaneously a part of several discourses, several communities, is always already committed to a number of conflicting beliefs and practices" (p. 19).…”

Section: Chapter 7: Thinking About Writing Theoreticallymentioning

confidence: 99%

“…For example, writing across the curriculum (WAC) and writing in the discipline (WID) research have investigated writing practices in disciplines and the use of writing tasks to catalyze writing learning (Bazerman et al 2005;Russell, 2002;Russell et al, 2009;Zawacki & Rogers, 2012). In addition, there have been many self-reported accounts (see Casanave & Vandrick, 2003) and qualitative studies (see Casanave, 2002;Duff, 2010;Paltridge, Starfield & Tardy, 2016;Prior, 1998) by the faculty across disciplines on writing practices.…”

Section: Notesmentioning

confidence: 99%

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The styles of criminology : writing among the stars.

Higgins¹

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This study investigates how criminological writing style is "a [more] complicated terrain" than we realize in criminology (Butler, 1990, p. xix). Data is drawn from interviews with forty of the one hundred most influential criminological writers (Walters, 2015) to explore perceptions of good writing in the field, namely in describing writing practices, norms and values. Thus, the findings of this study come in three chapters. The first two result chapters explore the terrain of writing in criminology by presenting perceptions of best practices and values of good writing. The third results chapter then examines these perceptions within a lens of writing studies and literary theory, which juxtaposes universal and socio-cultural perspectives of writing. By framing perceptions of best practices and values for good writing within a writing studies and literary theory framework, this study demonstrates that the way criminology perceives and discusses writing is different from the way writing works in criminology in reality. Last, this study provides conceptual implications that demonstrate how thinking about writing incorrectly forecloses potentially fruitful writing perspectives and practical implications that suggests how writing studies can benefit the future of the criminological enterprise. vi TABLE OF CONTENTS CHAPTER

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Section: Creativity From a Socio-cultural Perspectivementioning

confidence: 80%

Section: The Universal Perspectivementioning

confidence: 99%

Section: Research On Discourse Communities Represents That Writing Prmentioning

confidence: 99%

Section: Chapter 7: Thinking About Writing Theoreticallymentioning

confidence: 99%

Section: Notesmentioning

confidence: 99%

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The styles of criminology : writing among the stars.

Higgins¹

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Investigation 7. Instrumental Genesis in Technology-Mediated Learning: From Double Stimulation to Expansive Knowledge Practices

Ritella

Hakkarainen²

2021

Theoretical Investigations

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The purpose of the present paper is to examine the socio-cultural foundations of technology-mediated collaborative learning. Toward that end, we discuss the role of artifacts in knowledge-creating inquiry, relying on the theoretical ideas of Carl Bereiter, Merlin Donald, Pierre Rabardel, Keith Sawyer and L. S. Vygotsky. We argue that epistemic mediation triggers expanded inquiry and plays a crucial role in knowledge-creating learning; such mediation involves using CSCL technologies to create epistemic artifacts for crystallizing cognitive processes, re-mediating subsequent activity, and building an evolving body of knowledge. Productive integration of CSCL technologies as instruments of learning and instruction is a developmental process: it requires iterative efforts across extended periods of time. Going through such a process of instrument genesis requires transforming a cognitive-cultural operating system of activity, thus 'reformatting' the brain and the mind. Because of the required profound personal and social transformations, one sees that innovative knowledge-building practices emerge, socially, through extended expansive learning cycles.

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Humanizing disciplinary literacy pedagogy for Dinka refugee children

Wilder

Axelrod

2019

Cult Stud of Sci Educ

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Writing/Disciplinarity

Cited by 51 publications

References 0 publications

The styles of criminology : writing among the stars.

The styles of criminology : writing among the stars.

Investigation 7. Instrumental Genesis in Technology-Mediated Learning: From Double Stimulation to Expansive Knowledge Practices

Humanizing disciplinary literacy pedagogy for Dinka refugee children

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