Ethnography as Method, Methodology, and "Deep Theorizing" Closing the Gap between Text and Context in Academic Writing Research

Autor/in	Lillis, Theresa
Titel	Ethnography as Method, Methodology, and "Deep Theorizing" Closing the Gap between Text and Context in Academic Writing Research
Quelle	In: Written Communication, 25 (2008) 3, S.353-388 (36 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088308319229
Schlagwörter	Academic Discourse; Ethnography; Foreign Countries; Longitudinal Studies; Research Methodology; Writing (Composition); Context Effect; English (Second Language); Writing for Publication; Writing Research; Heuristics; Observation; Language Styles; Second Language Learning; Hungary; Portugal; Slovakia; Spain; United Kingdom + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Ethnografie; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Research method; Forschungsmethode; Schreibübung; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibforschung; Heuristik; Beobachtung; Sprachstil; Zweitsprachenerwerb; Ungarn; Slowakei; Spanien; Großbritannien
Abstract	This article critically explores the value of ethnography for enhancing context-sensitive approaches to the study of academic writing. Drawing on data from two longitudinal studies, student writing in the United Kingdom and professional academic writing in Hungary, Slovakia, Spain, and Portugal, the author illustrates the different contributions ethnography can make to researching academic writing, depending on the level at which it is construed, as method, methodology, or "deep theorizing." In discussing the third level of ethnography, the author draws on recent debates around linguistic ethnography to explore how ethnography as deep theorizing can contribute to refining social practice accounts of academic writing through the specific notions of indexicality and orientation. By working through three levels of ethnography, her aim is to signal the ontological gap between text and context in academic writing research and to open up debate about how this gap can be narrowed. (Contains 2 tables, 2 figures, 16 examples, and 17 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10