Details

Autor(en) / Beteiligte

• Lampi, Jodi P.
• Reynolds, Todd

Titel

Connecting Practice & Research: From Tacit to Explicit Disciplinary Writing Instruction

Ist Teil von

• Journal of developmental education, 2018-01, Vol.41 (2), p.26-28

Ort / Verlag

Boone: National Center for Developmental Education, Appalachian State University

Erscheinungsjahr

2018

Link zum Volltext

Quelle

Alma/SFX Local Collection

Beschreibungen/Notizen

• According to DePalmaand Ringer (2011) and James (2010), many students experience difficulty transferring their generalized writing knowledge from general composition courses to content-area courses. [...]students struggle to discern the seemingly mysterious and tacit writing knowledge necessary for the discourses within the disciplines. Role of Explicit Instruction Some scholars implied that instructors might not provide explicit teaching because they often learn to write in the disciplines through slow observation and apprenticeship, and not through explicit instruction (Carter, 2007; Russell, 1991). [...]Russell (1991) proposed, faculty members within the disciplines may still see writing as a universal skill, generalizable to all disciplines. If disciplinary writing beliefs and practices are not made explicit, gaps between instructor expectations and student interpretations of certain tasks and activities will occur (Paxton, 2007). Because writing is often viewed as a generalizable applicable skill unrelated to content, Russell (1990) implied that many faculty assume they are free from grading and interacting with students, giving them more personal time to attend to research and service duties within their discourse communities.