journal article Show Research in the Teaching of English Vol. 22, No. 1 (Feb., 1988) , pp. 9-44 (36 pages) Published By: National Council of Teachers of English https://www.jstor.org/stable/40171130 Read and download Log in through your school or library Read Online (Free) relies on page scans, which are not currently available to screen readers. To access this article, please contact JSTOR User Support. We'll provide a PDF copy for your screen reader.With a personal account, you can read up to 100 articles each month for free. Get StartedAlready have an account? Log in Monthly Plan
Yearly Plan
Abstract This report describes one writer's attempts to master the reading and writing tasks required of him in his first year in a rhetoric doctoral program, an undertaking characterized here as achieving specialized disciplinary literacy. The investigators used participant-observer and case study data collecting techniques, then analyzed the data using a combination of qualitative and quantitative measures. From the analyzed data the researchers reconstructed the process through which the student became familiar with new subject matters and unfamiliar rhetorical and linguistic conventions. The findings suggest that achieving disciplinary literacy requires that the writer be able to integrate procedural with substantive/declarative knowledge, in this case, the student's knowledge of appropriate discourse conventions with his developing knowledge of a disciplinary community's issues and research methodology. Journal Information Research in the Teaching of English is a multidisciplinary journal composed of original research and scholarly essays on the relationships between language teaching and learning at all levels, preschool through adult. Articles reflect a variety of methodologies and address issues of pedagogical relevance related to the content, context, process, and evaluation of language learning. Publisher Information The National Council of Teachers of English (NCTE), a not-for-profit professional association of educators, is dedicated to improving the teaching and learning of English and the language arts at all levels of education. Since 1911, NCTE has provided a forum for the profession, an array of opportunities for teachers to continue their professional growth throughout their careers, and a framework for cooperation to deal with issues that affect the teaching of English. For more information, please visit www.ncte.org. Rights & Usage This item is part of a JSTOR Collection. What are some conventions in writing?Four categories of conventions are spelling, capitalization, punctuation, and grammar. In addition to usage conventions such as word order and subject-verb agreement, different genres of writing have their own conventions.
Which of the following describes what happens in the conventional stage of writing?Which of the following describes what happens in the conventional stage of writing? Students learn to adjust their writing for specific purposes and audiences.
Why are language conventions important?Understanding language conventions enables students to describe how language works, to make meaning as they speak and listen, to read and to be able to use language to make meaning as they write.
What impact should the results of ongoing assessments have on instructional plans?Select all answers that apply. What impact should the results of ongoing assessments have on instructional plans? A: The results should influence plans for the same unit in the following school year.
|
Which of the following conventions is most appropriate for integrating dialogue into your writing?
Urheberrechte © © 2024 membukakan Inc.
