Lillis, Theresa and Turner, Joan
(2001).
| DOI (Digital Object Identifier) Link: | https://doi.org/10.1080/13562510020029608 |
|---|---|
| Google Scholar: | Look up in Google Scholar |
Abstract
In this paper, we focus on the 'problem' of student writing in higher education. We set out to explore this problem from two perspectives: first, from the perspective of 'non-traditional' student-writers as they attempt to engage in academic writing and, second, from the perspective of a cultural-historical tradition of scientific rationality. A common frame of reference for these perspectives we see as a 'discourse of transparency', whereby language is treated as ideally transparent and autonomous. We illustrate how this discourse of transparency is currently enacted and historically situated. We argue that current academic practices need to be located within a broader historical and epistemological framework both in order to reach a deeper understanding about what's involved in student writing and in order to inform meaningful pedagogies.
| Item Type: | Journal Item |
|---|---|
| ISSN: | 1356-2517 |
| Academic Unit/School: | Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics > English Language & Applied Linguistics Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics Faculty of Wellbeing, Education and Language Studies (WELS) |
| Research Group: | Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 769 |
| Depositing User: | Users 12 not found. |
| Date Deposited: | 17 May 2006 |
| Last Modified: | 02 May 2018 12:29 |
| URI: | http://oro.open.ac.uk/id/eprint/769 |
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