If not Rhetoric and Composition, then What? Teaching Teachers to Teach Writing

Published on Jan 1, 2006
· DOI :10.1007/978-0-230-20858-2_9
Rowena Murray1
Estimated H-index: 1
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Cited By3
#1Roisin Donnelly (DIT: Dublin Institute of Technology)H-Index: 16
This article reports on a case study evaluating lecturers' experiences of their own affective writing process using a reflective critical incident analysis. While the cognitive-affective focus of academic writing has been explored previously from a collaborative perspective (Benton et al . 1984), this current study takes the individual writer as the unit of analysis. There are several reasons why lecturers need to write. Foremost among these should be that when they write, they are providing a p...
Support for developing writing within a disciplinary context has led to widespread embedding of academic literacy in the curriculum. Yet when embedding does take place it is often left to delivery from writing specialists working collaboratively with the discipline academic. Despite the widely held opinion that it is “the tutor’s role as expert speaker of a specialized discourse” (Northedge, 2003) to give students access to that discourse, programs that embed writing practices into academic cont...
3 Citations
#1Kerry Hunter (UTS: University of Technology, Sydney)H-Index: 3
#2Harry Tse (UTS: University of Technology, Sydney)H-Index: 3
Educators and researchers are increasingly calling for the processes of writing and knowledge construction to be an integral part of disciplinary learning. This article contributes to the literature by presenting an empirical analysis of a programme that was designed to expose students to the complexities of academic practices in conjunction with disciplinary concepts. The impact of the programme was evaluated through analysis of student grades before and after its implementation and student and...
14 CitationsSource