Literaturnachweis - Detailanzeige
Autor/in | Hindman, Jane E. |
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Titel | Inventing Academic Discourse: Teaching (and Learning) Marginal Poise and Fugitive Truth. |
Quelle | In: Journal of Basic Writing, 18 (1999) 2, S.23-46 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0147-1635 |
Schlagwörter | Leitfaden; Academic Discourse; Basic Writing; Evaluation Methods; Higher Education; Student Centered Curriculum; Writing Evaluation; Writing Strategies |
Abstract | Claims compositionists misrecognize stylistic and institutionalized conventions of academic discourse in their own rhetoric and in the evaluation of their students. Argues that students should be included in the practices by which compositionists "normalize" these conventions. Suggests how students might be included in the evaluative practices, and discusses the successful results of one such effort. (NH) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |