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Writing Beyond The English Department

其他書名	A Discourse Analysis-Based Study Of Disciplinary Writing Intensive Courses
出版	Kent State University, 2022
URL	http://books.google.com.hk/books?id=bhb6zwEACAAJ&hl=&source=gbs_api

註釋This study seeks to understand how students will be asked to use writing once they enter into writing intensive courses (WIC) that are specific to their discipline. The findings add to the field of Writing Studies and writing in the disciplines by observing how instructors outside of an English department teach writing, and the reasons behind their pedagogical choices. This study analyzes 36 writing assignment documents, interviews with 18 instructors, as well as the feedback to student writing of 7 instructors by focusing on identifying the presence of writing pedagogy. The analysis stems from pre-existing definitions of learning to write (LTW) and writing to learn (WTL), adding to these definitions with nuanced discussions of how these writing instructors develop their WICs. The analysis identifies moments of disciplinary interdiscursivity to connect the presence of varying writing pedagogies across the data sets, to understand how the instructors' past experiences while working and learning in their field have impacted their pedagogical development. Ultimately, this work uncovers how and why these experiences influence instructor pedagogy, showing that these courses are a valuable means of learning about writing's role in various professions and disciplines.