“It’s like a story”: Rhetorical knowledge development in advanced academic literacy  

Oleh:

Tardy, Christine M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal of English for Academic Purposes (Full Text) vol. 4 no. 4 (2005), page 325–338.
Topik: Advanced academic literacy; Disciplinary writing; Rhetorical knowledge; English for academic purposes
Fulltext: Tardy_Christine_M.pdf (123.92KB)

Isi artikel

In the academic ranks of schooling, writing tasks move gradually from a focus on the transmission of knowledge to the transformation of knowledge. As a more complex writing task, knowledgetransforming requires writers to engage in the rhetorical act of persuading readers of their work’s value, significance, and credibility. At the graduate level, writers may be wrestling with these issues for the first time, often discovering this more occluded rhetorical dimension only after they have become somewhat more comfortable with issues of generic form or subject-matter content. This paper explores the nature and role of rhetorical knowledge in advanced academic literacy through the writing of two multilingual writers. As these writers engage in high-stakes writing tasks, their rhetorical knowledge of disciplinary writing becomes more explicit and more sophisticated, influenced by mentoring, disciplinary participation, identity, and task exigency.

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