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Good writing is in the 'I'of the beh...

Helvie, Sable M.

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Good writing is in the 'I'of the beholder: How undergraduate students learn to engage with academic discourse.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Good writing is in the 'I'of the beholder: How undergraduate students learn to engage with academic discourse./
Author:	Helvie, Sable M.
Description:	193 p.
Notes:	Source: Masters Abstracts International, Volume: 50-06, page: 3714.
Contained By:	Masters Abstracts International50-06.
Subject:	Sociology, Sociolinguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1511272
ISBN:	9781267366887

Good writing is in the 'I'of the beholder: How undergraduate students learn to engage with academic discourse.
Helvie, Sable M.

Good writing is in the 'I'of the beholder: How undergraduate students learn to engage with academic discourse. - 193 p.

Source: Masters Abstracts International, Volume: 50-06, page: 3714.

Thesis (M.A.)--Northern Arizona University, 2012.

Ethnographers have begun to take an interest in studying the universities in which they work (e.g. Nathan 2005; Jones and Schieffelin 2009). However, there is limited anthropological research that has been done in terms of one of the most significant aspects of university life: academic writing. To explore this aspect of university culture, ethnographic research methods were used along with conversation analysis of 33 writing tutoring sessions.

ISBN: 9781267366887Subjects--Topical Terms:

1669082
Sociology, Sociolinguistics.

Good writing is in the 'I'of the beholder: How undergraduate students learn to engage with academic discourse.
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020 $a 9781267366887
035 $a (MiAaPQ)AAI1511272
035 $a AAI1511272
040 $a MiAaPQ $c MiAaPQ
100 1 $a Helvie, Sable M. $3 2095509
245 1 0 $a Good writing is in the 'I'of the beholder: How undergraduate students learn to engage with academic discourse.
300 $a 193 p.
500 $a Source: Masters Abstracts International, Volume: 50-06, page: 3714.
500 $a Adviser: James M. Wilce.
502 $a Thesis (M.A.)--Northern Arizona University, 2012.
520 $a Ethnographers have begun to take an interest in studying the universities in which they work (e.g. Nathan 2005; Jones and Schieffelin 2009). However, there is limited anthropological research that has been done in terms of one of the most significant aspects of university life: academic writing. To explore this aspect of university culture, ethnographic research methods were used along with conversation analysis of 33 writing tutoring sessions.
520 $a In this thesis, I argue that the undergraduate student's journey towards participation in academic discourse involves dialogic processes that shape students' and teachers' ideas of authorship and academic identities. I also explore how participation frameworks, language socialization, language ideologies, and cultural ideas of logical order are at play in the writing program. More specifically, I show how students are socialized to ideas of plagiarism and ownership of authorship and how students and tutors co-construct disengagement. Implications and suggestions for teaching writing and for student-teacher/tutor interactions will be discussed.
590 $a School code: 0391.
650 4 $a Sociology, Sociolinguistics. $3 1669082
650 4 $a Anthropology, Cultural. $3 735016
650 4 $a Education, General. $3 1019158
690 $a 0636
690 $a 0326
690 $a 0515
710 2 $a Northern Arizona University. $b Anthropology. $3 2095510
773 0 $t Masters Abstracts International $g 50-06.
790 $a 0391
791 $a M.A.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1511272