‘I was just never exposed to this argument thing’: using a genre approach to teach academic writing to ESL students in the Humanities.
Rochelle Kapp and Bongi Bangeni, University of Cape Town.
Forthcoming in: Herrington, A. and Moran, C. Genre Across the Curriculum. (Utah Press). PDF
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Clueless in Academe. How Schooling Obscures the Life of the Mind
By Gerald Graff
Students are clueless, asserts Gerald Graff – professor of English and education at the University of Illinois – because professors don’t try very hard to make ideas clear and accessible. They rarely acknowledge that academic discourse can be a foreign language: opaque, specialized, and jargonized. Convinced that to simplify is to vulgarize or distort, professors do not connect the texts they assign to the “home language” of students. And they treat anyone who asks, “Why is this important?” as a philistine.
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Chandlin & Plum (2002). ‘Becoming a psychologist: Student voices on academic writing in psychology’ in: Barron, C., Nigel B. (eds), Knowledge and Discourse. Towards an ecology of language. Longman, London.
Central concern: an exploration of how undergraduate students in a university department of psychology (pedagogy, social work) frame academic writing in response to:
-the writing demands made on them by their departments, tutors and discipline
-the writing demands made in other disciplines
-the role of writing in their university work at large
-the role and demands of literacy and literacies in their university and subsequent work careers.
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In this research I will start from the idea that the University (and the academic world in general) is a social and cultural context in which knowledge (meaning) is negotiated. Academic literacy refers to being able to understand, use and adapt the discourse of the academic community. In other words, students have to become socialised in the discourse community of their specific discipline.
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Since may 2005 I started working at Ghent University for the Department of Education. More specific I am part of a team where the research and teaching focus is on culture, literacy and education.
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New media and cultural form: narrative versus database
Ilana Snyder – Monash University
in: A. Adams & S. Brindley (eds) (2004), Teaching English with ICT. London: Open University Press & McGraw Hill.
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Design Category
Book design, 2004
Design firm
M1/DTW (Detroit, Michigan)
Collection
365: AIGA Year in Design 26
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Museum of Computer Art
“MOCA is one of the most heavily-trafficked, comprehensive, frequently-updated and respected computer art museums on the Web. It tries to keep abreast of the latest and best in computer art. Both beginning and advanced artists frequently visit here, if only to see what the competition is doing. We expect it is a learning experience for artists of all skill levels, and for the viewing public as well.”
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Museums and the Web addresses the social, cultural, design, technological, economic, and organizational issues of culture and heritage on-line. Taking an international perspective, senior speakers with extensive experience in Web development review and analyze the issues and impacts of networked cultural and natural heritage. Together, we look ahead to the transformation of communities and organizations.
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by eric at 12:46 pm 2006-01-11
Filed under:
* Museum Blogs
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