This article reports a study of one high school senior's process of academic bullshitting as she wrote an analytic essay interpreting Shakespeare's "Much Ado about Nothing." The construct of bullshit has received little scholarly attention; although it is known as a common phenomenon in academic speech and writing, it has rarely been the subject…

Describes one element of the reading act as it operates in time--how "good-enough" readers of complex fiction strike a personal balance between the need for momentum and the need for accountability to the text. Draws from protocols provided by 33 readers, from eighth grade to Ph.D. level, following two readings of a novel. (PA)

Uses on-line protocol analysis to contrast the effects on the writing process of knowledge taught in three instructional treatments: models, general procedures, and task-specific procedures. Finds that the task-specific group integrated their ideas purposefully, thought critically about the concepts being defined, and appeared to establish a…

Examines the approaches students use when reading for literary and informational purposes. Finds four recursive stances readers take in relation to the text: (1) being out and stepping into an envisionment; (2) being in and moving through an envisionment; (3) stepping back and rethinking what one knows; and (4) stepping out and objectifying the…

Investigates the thinking processes students employ and the text structures they produce in analytic writing. Contrasts eleventh grade students' analytic and summary writing using think-aloud protocols and examination of genre conventions governing students' writing. Concludes that in analytic writing, students employed more varied and complex…

Examines social influences on the reading processes of four adolescent readers, as well as the relationship between social-cognition and these readers' responses to short stories. Suggests that competence, pragmatics, and volition are intricately related to the likelihood that readers will bring social-cognitive processes to bear on reading. (SR)