Demythologizing Language Difference in the Academy: Establishing Discipline-Based Writing Programs

If disciplinary genres are not merely forms for writing, but forms of thinking and acting, then writing-to-learn seems essential to developing understanding of key disciplinary concepts, influential theorists and practitioners, historical movements, competing paradigms, and so forth-in short, the th...

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Bibliographic Details
Published in:Composition Studies 2005, Vol.33 (2), p.137-140
Main Author: Hall, R. Mark
Format: Review
Language:English
Subjects:
Beginning Writing
Capstone Experiences
Cognitive Development
Colleges & universities
Community Relations
Discourse Communities
Ethics
Expertise
Journal Writing
Learning
Literacy
Nonfiction
Nursing Education
Syntax
Writers
Writing instruction
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Summary:If disciplinary genres are not merely forms for writing, but forms of thinking and acting, then writing-to-learn seems essential to developing understanding of key disciplinary concepts, influential theorists and practitioners, historical movements, competing paradigms, and so forth-in short, the thinking and activities of a discipline. For instance, while a learning-to-write goal in biology may be to practice the form and syntax of a lab report by writing up the results of an experiment involving gall wasps, a complimentary writingto-learn activity to develop understanding of the formal features of such a report might invite students first to examine an expert model, identify, and then write informally about the role of rhetorical features, such as analogies and metaphors in scientific prose.
ISSN:1534-9322