
Writing/Disciplinarity
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Given the complexities that the ethnographic data displayed, the author found that conventional notions of writing as a process of transcription and of disciplines as unified discourse communities were inadequate. As such, this book also offers an in-depth exploration of sociohistoric theory in relation to writing and disciplinary enculturation. Specific case studies introduce, apply, and further elaborate notions of:
* writing as literate activity,
* authorship as mediated by other people and artifacts,
* classroom tasks as speech genres,
* enculturation as the interplay of authoritative and internally persuasive discourses, and
* disciplinarity as a deeply heterogeneous, laminated, and dialogic process.
This blend of research and theory should be of interest to scholars and students in such fields as writing studies, rhetoric, writing across the curriculum, applied linguistics, English for academic purposes, science and technology studies, higher education, and the ethnography of communication.
Reviews / Votes
"Not only is it an academic inquiry into academic enculturation, but also the author, Paul Prior, devotes a good deal of his energies to explaining his methodology....While Prior offers eight qualitative case studies of graduate students, his more significant contribution is an articulation of how writing researchers might think beyond the now familiar notion of the 'discourse community.'"-Technical Communication Quarterly
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