Making Sense of My Own Ideas: The Problems of Authorship in a Beginning Writing Classroom  

Oleh:

Greene, Stuart

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Written Communication ( sebagian Full Text) vol. 12 no. 2 (Apr. 1995), page 186-218.
Fulltext: Written Communication-1995-GREENE-186-218.pdf (3.41MB)

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Perpustakaan PKBB Nomor Panggil: 405/WRC/12 Non-tandon: tidak ada Tandon: 1

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The purpose of this study is to trace the emergence of authorship in a beginning College writing classroom through two case examples. Three primary questions motivate this study of authorship: (a) What were students' interpretations of writing an essay based on sources? (b) How did these students organize their essays? and (c) What strategies did they use to advance their own ideas? An additional question focused on the instructional context of the course. In particular, how did the instructor represent the task of writing an essay based on different sources of information and the process of writing in the classroom? To answer these questions, each class was audiotaped during a I5-week semester and field notes were taken. Retrospective protocols and cued questions were used in order to understand students' evolving interpretations of the task they were given. The results show that although the instructor tried to foster a sense of engagement and commitment through reading, writing, and talking, the technical difficulty of the task, students' perceptions of their peers' interests, and a legacy of schooling and culture were equally important concerns that shaped the decisions made in writing. Implications for developing a theory of authorship are discussed as well as strategies for teaching.

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