Literacy and disciplinary practices: opening and closing perspectives  

Oleh:

Johns, Ann M. ; Swales, John M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal of English for Academic Purposes (Full Text) vol. 1 no. 1 (2002), page 13–28.
Fulltext: Johns_Ann_M.pdf (131.86KB)

Isi artikel

There are widespread (and correct) beliefs that the writing tasks that students are asked to undertake as they move through their undergraduate and graduate years show a broadly upward progression in terms of length, complexity of resources utilized, and sophistication expected. Even so, we also suggest that a number of uncertainties persist: whether these writings are ‘‘real’’ or ‘‘school’’ products; whether there is a coherent audience, and if so, how best can it be identified; and what role there might be for a personal voice. To support this argument, we present two explorations of EAP practice. The first looks at the situation of dissertation writers, explores their rhetorical and other difficulties, and suggests some ways of mitigating them. The second deals with students at the opposite end of the spectrum of student experience; that of entering undergraduates taking their first class in anthropology and assisted by a linked course designed to initiate them into disciplinary literary practices. Despite the huge differences between these two sets of circumstance, we conclude that the writers’ problems are surprisingly similar, as are the strategies for rendering them assistance.

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