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What are these authors? A narratolog...

Henry, James M.

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What are these authors? A narratological analysis of writing and response in a graduate landscape architecture course.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	What are these authors? A narratological analysis of writing and response in a graduate landscape architecture course./
作者:	Henry, James M.
面頁冊數:	318 p.
附註:	Source: Dissertation Abstracts International, Volume: 51-08, Section: A, page: 2665.
Contained By:	Dissertation Abstracts International51-08A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9101168

What are these authors? A narratological analysis of writing and response in a graduate landscape architecture course.
Henry, James M.

What are these authors? A narratological analysis of writing and response in a graduate landscape architecture course. - 318 p.

Source: Dissertation Abstracts International, Volume: 51-08, Section: A, page: 2665.

Thesis (Ph.D.)--University of Pennsylvania, 1990.

This dissertation analyzes authority as a function of articulation of various discursive traditions and practices by graduate students in a writing-across-the-curriculum course. Conceived as empirical research applying poststructural theory in writing, analysis begins with course materials--course description, syllabus, and reading list--then uses class observation to adumbrate manners in which this seminar established a "discursive scene." In elaborating a discourse of landscape architecture, this discursive scene called upon a number of academic disciplines and several discursive traditions and practices. These traditions and practices were extended and enhanced through written response to students' writing from the professor and teaching assistant. Analysis of this response was used in conjunction with interviews with professor and teaching assistant to identify specific discursive traditions and practices forwarded by the seminar.Subjects--Topical Terms:

1018115
Education, Language and Literature.

What are these authors? A narratological analysis of writing and response in a graduate landscape architecture course.
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245 1 0 $a What are these authors? A narratological analysis of writing and response in a graduate landscape architecture course.
300 $a 318 p.
500 $a Source: Dissertation Abstracts International, Volume: 51-08, Section: A, page: 2665.
500 $a Supervisor: Gerald Prince.
502 $a Thesis (Ph.D.)--University of Pennsylvania, 1990.
520 $a This dissertation analyzes authority as a function of articulation of various discursive traditions and practices by graduate students in a writing-across-the-curriculum course. Conceived as empirical research applying poststructural theory in writing, analysis begins with course materials--course description, syllabus, and reading list--then uses class observation to adumbrate manners in which this seminar established a "discursive scene." In elaborating a discourse of landscape architecture, this discursive scene called upon a number of academic disciplines and several discursive traditions and practices. These traditions and practices were extended and enhanced through written response to students' writing from the professor and teaching assistant. Analysis of this response was used in conjunction with interviews with professor and teaching assistant to identify specific discursive traditions and practices forwarded by the seminar.
520 $a Students' drafts and revisions for three writing assignments were analyzed for the manners in which students were articulating discourses set up by this discursive scene. Using principles from narratology that posit a real author, implied author, narrator, narratee, implied reader and real reader for a text, a framework for text analysis was elaborated to identify and characterize authors and readers constructed by students in texts. Class observation and interviews with students were used to link these intratextual authors with their extratextual classroom counterparts. Analysis traces the elaboration of authority along narratological lines for two groups--landscape architecture majors vs. architecture majors--and for each individual student.
520 $a Authorship in the classroom is seen at once as issue of the intentions of discourses and as articulation of discourses by individual writers. This research helps qualify the theoretical notion of "discourse community" central to w.a.c. theory, a notion that has proven both beneficial and bothersome in elaborating curricula and teaching practice. The research also extends understanding of the "appropriation" of discourse, a topic central to writing pedagogy that would embrace poststructural theory. Taken within the context of classroom instruction, Michel Foucault's notion of the author as "organizing principle" in a text helps us understand students' complex processes of expression amidst the discourses that institutional education brings to bear on writing.
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