Student Writing as ‘Academic Literacies’: Drawing on Bakhtin to Move from Critique to Design  

Oleh:

Lillis, Theresa M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 17 no. 3 (2003), page 192-207.
Fulltext: Vol. 17, No. 3, p 192-207.pdf (245.73KB)

Isi artikel

A body of research has recently emerged in the UK which adopts an ‘academic literacies’ stance towards student writing. An ‘academic literacies’ stance conceptualises student writing as a socially situated discourse practice which is ideologically inscribed (Jones et al., 1999; Lea & Street, 1998). Whilst powerful as an oppositional frame, that is as a critique of current conceptualisations and practices surrounding student writing, academic literacies has yet to be developed as a design frame (Kress, 1998, 2000) which can actively contribute to student writing pedagogy as both theory and practice.My aimin this paper is to work towards opening up a design space built on academic literacies critique. To do so, I draw on Bakhtin’s work on dialogism (Bakhtin, 1981, 1984) andmy research with a group of ‘non-traditional’ student-writers and their specific experiences of academicwriting within a number of academic disciplines (Lillis, 2001). I map out the different levels of dialogism in Bakhtin’s work and illustratetheway these are,and are not, enacted currently in student writing pedagogy. I conclude by callingfor dialogue, rather than monologue or dialectic,to be at the centre of an academic literacies stance and briefly outline some design implications of a dialogic approach to student writing pedagogy

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