Rhetoric and graduate studies: Teaching in a postmodern age

Mountford, Roxanne; Reynolds, Nedra

doi:10.1080/07350199609359214

Cited by 4 publications

(1 citation statement)

References 24 publications

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“…Indirect approaches to writing instruction reference an unproblematized faith in academic socialization. They assume that given enough exposure to models of "good" writing and frequent opportunities to write, student writers will produce increasingly close approximations to the models (see e.g., Delyser, 2003;Montford & Reynolds, 1996). Indirect approaches are common in university classes, perhaps because, as we noted earlier, instructors have often achieved success without explicit instruction and they assume that students can do likewise.…”

Section: Writing Challenges and Helpful Pedagogiesmentioning

confidence: 99%

Writing Goes Back to School: Exploring the “Institutional Practice of Mystery” in a Graduate Education Program

Stooke

Hibbert

2017

cjsotl-rcacea

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Drawing on a qualitative case study of writing practices and pedagogies in one Canadian graduate Education program, this article discusses roles and responsibilities of course instructors for teaching and supporting academic writing at the master’s level. Data were collected through individual, semi-structured, in-depth interviews with 14 graduate students and eight professors and they were analyzed thematically. The discussion is framed by the academic literacies pedagogical framework (ACLITS). The data suggest that academic writing expectations can be sources of extreme stress for graduate students. The students and instructors lacked a common language to discuss student texts. In the absence of explicit academic writing pedagogies, students and instructors sometimes turned to simplistic advice received at school. The paper also discusses pedagogical challenges associated with the teaching of disciplinary writing genres in multi-perspectival fields such as Curriculum Studies. Dans cet article, basé sur une étude de cas qualitative de pratiques et de pédagogies de rédaction menée dans un programme universitaire d’éducation de cycle supérieur dans une université canadienne, il est question des rôles et des responsabilités des instructeurs concernant l’enseignement et les travaux de rédaction universitaire de soutien au niveau de la maîtrise. Les données ont été recueillies à partir d’entrevues individuelles approfondies, semi structurées, auprès de 14 étudiants de cycle supérieur et de huit professeurs. Les entrevues ont ensuite été analysées de manière thématique. La discussion se place dans le cadre pédagogique des littéracies universitaires (ACLITS - Academic Literacies Pedagogical Framework). Les données suggèrent que les attentes en matière de travaux de rédaction universitaire peuvent être des sources de stress extrême pour les étudiants de cycle supérieur. Les étudiants et les instructeurs n’ont pas de langue commune pour discuter les textes produits par les étudiants. En l’absence de pédagogies explicites en matière de travaux de rédaction universitaire, les étudiants et les instructeurs se tournent parfois vers des avis simplistes obtenus à l’école. Cet article présente également les défis pédagogiques associés à l’enseignement des genres disciplinaires de travaux de rédaction dans des domaines qui présentent des perspectives multiples tels que les études du curriculum.

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Section: Writing Challenges and Helpful Pedagogiesmentioning

confidence: 99%

Writing Goes Back to School: Exploring the “Institutional Practice of Mystery” in a Graduate Education Program

Stooke

Hibbert

2017

cjsotl-rcacea

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Octalog II: The (continuing) politics of historiography (Dedicated to the memory of James A. Berlin)

et al. 1997

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Mentoring Rhetoric's Historians

Mountford

2012

Advances in the History of Rhetoric

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This response article focuses on the goals for research stated and implied in the contributors' work, comparing them with the goals of earlier generations of scholars in the history of rhetoric. Through mentoring, scholars pass on both the strengths and limitations of the field, which are then “embodied” by the next generation. One impulse remains constant: to enrich the field by identifying new sites for rhetorical investigation.

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Rhetoric and graduate studies: Teaching in a postmodern age

Cited by 4 publications

References 24 publications

Writing Goes Back to School: Exploring the “Institutional Practice of Mystery” in a Graduate Education Program

Writing Goes Back to School: Exploring the “Institutional Practice of Mystery” in a Graduate Education Program

Octalog II: The (continuing) politics of historiography (Dedicated to the memory of James A. Berlin)

Mentoring Rhetoric's Historians

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