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Ethnography as method, methodology, and "Deep Theorizing": Closing the gap between text and context in academic writing research

Lillis, Theresa (2008). Ethnography as method, methodology, and "Deep Theorizing": Closing the gap between text and context in academic writing research. Written Communication, 25(3) pp. 353–388.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1177/0741088308319229
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Abstract

This article critically explores the value of ethnography for enhancing context-sensitive approaches to the study of academic writing. Drawing on data from two longitudinal studies, student writing in the United Kingdom and professional academic writing in Hungary, Slovakia, Spain, and Portugal, the author illustrates the different contributions ethnography can make to researching academic writing, depending on the level at which it is construed, as method, methodology, or "deep theorizing." In discussing the third level of ethnography, the author draws on recent debates around linguistic ethnography to explore how ethnography as deep theorizing can contribute to refining social practice accounts of academic writing through the specific notions of indexicality and orientation. By working through three levels of ethnography, her aim is to signal the ontological gap between text and context in academic writing research and to open up debate about how this gap can be narrowed.

Item Type: Journal Article
ISSN: 1552-8472
Keywords: EMIC/ETIC approach; Linguistic ethnography; Indexicality; Orientation; Methods for studying writing; Research methodologies; Writing contexts;
Academic Unit/Department: Education and Language Studies > Centre for Language and Communication
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 17069
Depositing User: Wendy Hunt
Date Deposited: 17 Jun 2009 09:42
Last Modified: 02 Dec 2010 20:32
URI: http://oro.open.ac.uk/id/eprint/17069
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