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Direct linkDriscoll, Dana Lynn; Paszek, Joseph; Gorzelsky, Gwen; Hayes, Carol L.; Jones, Edmund – Written Communication, 2020
Using a mixed-methods, multi-institutional design of general education writing courses at four institutions, this study examined genre as a key factor for understanding and promoting writing development. It thus aims to provide empirical validation of decades of theoretical work on and qualitative studies of genre and the nature of genre…
Descriptors: Audience Awareness, Information Sources, Metacognition, Writing Processes
Imbrenda, Jon-Philip – Written Communication, 2018
In this study, I present a qualitative analysis of 11 writing portfolios drawn from a yearlong instructional program designed to apprentice students into the practices of argumentative writing typical of early-college coursework in the United States. The students' formal and informal writings were parsed into utterances and coded along two…
Descriptors: Qualitative Research, Portfolios (Background Materials), Persuasive Discourse, Writing Assignments
Lancaster, Zak – Written Communication, 2014
Drawing on the appraisal framework from systemic functional linguistics (SFL), this article examines patterns of stance in a corpus of 92 high- and low-graded argumentative papers written in the context of an upper-level course in economics. It interprets differential patterns of stance in students' texts in light of interview commentaries…
Descriptors: Linguistics, Economics, Persuasive Discourse, Writing (Composition)
Donahue, Tiane – Written Communication, 2008
Text analysis traditions in France and the United States include discourse analysis, critical linguistics, French functional linguistics, Bakhtinian dialogics, and "generous reading." These frames have not been used, however, in cross-cultural analysis of university student writing. The author presents a study of 250 student texts from…
Descriptors: Writing (Composition), Discourse Analysis, Foreign Countries, Methods
Wilder, Laura – Written Communication, 2002
This study describes the extent to which shared assumptions of literary scholars form part of an introductory literature course. Fahnestock and Secor, in The Rhetoric of Literary Criticism describe five special topoi of literary criticism (appearance/reality, paradigm, ubiquity, contemptus mundi, and paradox) that characterize the warrants of…
Descriptors: Writing Assignments, Introductory Courses, Ethnography, Literary Criticism
Lunsford, Karen J. – Written Communication, 2002
Although Toulmin models of argumentation are pervasive in composition textbooks, research on the model's use in writing classrooms has been scarce--typically limited to evaluating how students' essays align with the model's elements (claim, data, warrant, qualifier, rebuttal, backing) construed as objective standards. That approach discounts…
Descriptors: Writing (Composition), Writing Assignments, Teaching Methods, Persuasive Discourse
