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Academic discourse and cultural stud...

Lehigh University.

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Academic discourse and cultural studies---, connection, collision, or confusion?

Record Type:	Electronic resources : Monograph/item
Title/Author:	Academic discourse and cultural studies---, connection, collision, or confusion?/
Author:	Pytleski, Patricia D.
Description:	234 p.
Notes:	Adviser: Edward Lotto.
Contained By:	Dissertation Abstracts International69-06A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3316882
ISBN:	9780549654643

Academic discourse and cultural studies---, connection, collision, or confusion?
Pytleski, Patricia D.

Academic discourse and cultural studies---, connection, collision, or confusion? - 234 p.

Adviser: Edward Lotto.

Thesis (Ph.D.)--Lehigh University, 2008.

Although substantial scholarship has been devoted to both academic discourse and to cultural studies, not much scholarship has been devoted to the simultaneous application of the two pedagogies in first-year composition classes and how the two practices might connect, conflict, or be confusing to students. Based on an examination of two first-year composition courses at Lehigh University in the Spring and Fall of 2006 and six individual and in-depth case studies of Lehigh University students, I argue that the contradictions between these two practices should be examined and dealt with to ensure that they can be effectively incorporated simultaneously and that the synergies between them outweigh the contradictions. I question whether the synthesis of these two practices is theoretically sound and pedagogically effective; additionally, in the course of this study, I come to realize that the inclusion of personal writing, which should be carefully defined, may help the resolve some of the conflict surrounding the simultaneous application of cultural studies and academic discourse. This study examines whether the inclusion of personal writing as a supplement to academic discourse would benefit students' writing success and also align more closely with the goals of cultural studies and also more closely with the students' postmodern identities of the self. Essential to this study and its findings is the disparity between student and instructor perceptions of academic discourse and cultural studies in the classroom (and their somewhat contrasting views on personal writing) and how these differences of interpretation, or the collision of ideas, can be remedied to promote future student understanding and success.

ISBN: 9780549654643Subjects--Topical Terms:

1018115
Education, Language and Literature.

Academic discourse and cultural studies---, connection, collision, or confusion?
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245 1 0 $a Academic discourse and cultural studies---, connection, collision, or confusion?
300 $a 234 p.
500 $a Adviser: Edward Lotto.
500 $a Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2255.
502 $a Thesis (Ph.D.)--Lehigh University, 2008.
520 $a Although substantial scholarship has been devoted to both academic discourse and to cultural studies, not much scholarship has been devoted to the simultaneous application of the two pedagogies in first-year composition classes and how the two practices might connect, conflict, or be confusing to students. Based on an examination of two first-year composition courses at Lehigh University in the Spring and Fall of 2006 and six individual and in-depth case studies of Lehigh University students, I argue that the contradictions between these two practices should be examined and dealt with to ensure that they can be effectively incorporated simultaneously and that the synergies between them outweigh the contradictions. I question whether the synthesis of these two practices is theoretically sound and pedagogically effective; additionally, in the course of this study, I come to realize that the inclusion of personal writing, which should be carefully defined, may help the resolve some of the conflict surrounding the simultaneous application of cultural studies and academic discourse. This study examines whether the inclusion of personal writing as a supplement to academic discourse would benefit students' writing success and also align more closely with the goals of cultural studies and also more closely with the students' postmodern identities of the self. Essential to this study and its findings is the disparity between student and instructor perceptions of academic discourse and cultural studies in the classroom (and their somewhat contrasting views on personal writing) and how these differences of interpretation, or the collision of ideas, can be remedied to promote future student understanding and success.
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650 4 $a Education, Social Sciences. $3 1019148
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