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Searching for Metacognitive Generalities: Areas of Convergence in Learning to Write for Publication across Doctoral Students in Science and Engineering
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Negretti, Raffaella – Written Communication, 2021
What aspects of writing are doctoral students metacognitive about when they write research articles for publication? Contributing to the recent conversation about metacognition in genre pedagogy, this study adopts a qualitative approach to illustrate what students have in common, across disciplines and levels of expertise, and the dynamic…
Descriptors: Metacognition, Writing for Publication, Doctoral Students, Writing Instruction
Elementary Teachers Negotiating Discourses in Writing Instruction
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McCarthey, Sarah J.; Woodard, Rebecca; Kang, Grace – Written Communication, 2014
Using Ivanic's (2004) framework, the study of 20 elementary teachers examines the relationships among teachers' beliefs about writing, their instructional practices, and contextual factors. While the district-adopted curriculum reflected specific discourses, teachers' beliefs and practices reflected a combination of discourses. The nature of the…
Descriptors: Writing Instruction, Elementary School Students, Elementary School Teachers, Faculty Development
The Challenges of Contrastive Discourse Analysis: Reflecting on a Study into the Influence of English on Students' Written Spanish on a Bilingual Education Program in Spain
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Maxwell-Reid, Corinne – Written Communication, 2011
This article discusses challenges involved in contrastive discourse analysis that emerged while carrying out a follow-up study into a Content and Language Integrated Learning (CLIL) program in Spain. Reversing the focus on English of much contrastive rhetoric work, the study investigates the effect of second-language-English on…
Descriptors: Rhetoric, Metalinguistics, Bilingual Education, Discourse Analysis
An Enriching Methodology. Bakhtin's "Dialogic Origin and Dialogic Pedagogy of Grammar" and the Teaching of Writing
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Halasek, Kay – Written Communication, 2005
In "Dialogic Origin," Mikhail Bakhtin -- as teacher-researcher and theorist -- presents readers with a remarkable essay on teaching grammar and style to 7th-year students (roughly equivalent to 10th graders in the U.S. educational system). In doing so, Bakhtin employs some of his most notable concepts (among them dialogism and "hero") as informing…
Descriptors: Teaching Methods, Grammar, Writing Instruction, Language Arts
An Essay on Pedagogy by Mikhail M. Bakhtin
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Bazerman, Charles – Written Communication, 2005
This is an extended summary of a pedagogic essay by Mikhail M. Bakhtin on writing style, titled "Dialogic Origin and Dialogic Pedagogy of Grammar: Stylistics as Part of Russian Language Instruction in Secondary School." In this essay, written in spring 1945 while Bakhtin was a secondary school teacher of Russian language arts, he argues that every…
Descriptors: Teaching Methods, Language Arts, Language Styles, Secondary Education
Responses to Bakhtins Dialogic Origins and Dialogic Pedagogy of Grammar: Stylistics as Part of Russian Language Instruction in Secondary Schools
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Bazerman, Charles; Farmer, Frank; Halasek, Kay; Williams, Joseph – Written Communication, 2005
The three authors writing on Bakhtins essay, "Dialogic Origin and Dialogic Pedagogy of Grammar" -- Farmer, Halasek, and Williams -- respond to one another, and Bazerman provides a summative comment in the paragraphs that follow. The responses explore further some of Bakhtins thoughts concerning rhetoric and its relation to stylistics and his use…
Descriptors: Teaching Methods, Russian, Grammar, Dialogs (Language)