The optimal use of representations in furthering mathematical discourse of high quality may depend on the function a representation fulfills during task completion. Tasks may be differentiated into Low Structure Representation (LSR) tasks (open task statement with emergent use of representations), and High Structure Representation (HSR) tasks…

Recent emphasis on discourse in mathematics classrooms has spurred a line of inquiry about different forms of talk in these settings. If mathematical thinking is understood to be a set of practices that includes mathematical discourse, argumentation, which has an especially important role in mathematics, requires analytic attention. In particular,…

This article suggests one way of categorizing types of factual writing and introduces a teaching strategy for developing students' awareness of structural and language features of many factual genres. It is based on genre theory and the idea that generic structures of texts are determined by the purpose of the text. Six nonfiction genres are…

States that persuasion as a discourse mode in composition classrooms tends to emphasize conflict and polarize students' positions. Proposes a "negotiative" mode of writing, focusing on the reader to achieve a cooperative settlement to opposing argument positions. Uses strategies including dialogic styles and structures that address issues of…

Examines how medical writers discuss matters they believe to be true, possible, and untrue, drawing on research papers from medical journals. To conclude, a discussion of teaching difficult concepts in medical reading and writing is presented. (80 references) (Author/CK)

Suggests effective language teacher preparation should facilitate candidates' access to the shared knowledge, discursive practices, and instructional processes of language teaching as an inherently disparate discipline. Argues that a genre-based, sociorhetorical approach to language teaching discourse can build candidates' awareness of…

Argues for a contingency view of communication clarity and effectiveness based on the impact that an organization's language customs have on perceived effectiveness. Examines the psychological-social function of organizational language and discusses the role that language has in creating new knowledge in organizations. (KEH)

Proposes that freshman writing instructors incorporate the form of writing practiced by the social sciences. Notes that this form constructs an intellectual bridge that leads from a limited "I"-oriented perspective to the academic discourse community. Gives three examples of writing strategies adapted from the social sciences. (RS)

Examines cognitivist approaches to writing instruction by focusing on the pedagogy of problem-solving, specifically as presented in Linda Flower's "Problem-Solving Strategies for Writing." Emphasizes the need for a language of discourse which connects rather than excludes students' discourse from academic discourse. (MM)

Analyzes Randall Jarrell's children's book of poetry, "The Animal Family," with particular attention to the mermaid protagonist and his notion of a "semifeminine" poetics. Describes Jarrell's personal struggle to come to terms with and to utilize feminine discourse in his poetry. (HB)

Studies the construction of coherent narrations of events in a picture storybook by children and adults. Applies a causal network discourse analysis. Analyzes the structure and content of the network representation of the main character. Reveals differences in content and structure of the narratives. (HB)

Studies how readers process text in the absence or presence of a relevant schema. Analyzes the results of a study in which subjects were required to read vague texts. Indicates that schemas affect on-line comprehension and that reading without a schema involves certain key strategies. (HB)

Provides a response to an interview with Donald Davidson in the previous issue of the "Journal of Advanced Composition." Considers the degree to which speech-act theory might relate to composition theory. Discusses the effect of conventions of writing on writing instruction practice. (HB)

Discusses the language practices of introductory biology courses, the means by which knowledge is constructed in such courses, and how it may exclude female students. Provides student responses to writing tasks in the biology class, and analyzes those responses. Shows how male and female students differ in their responses. (HB)

Considers whether causal antecedent and causal consequence inferences are generated on-line during comprehension and also determined the time course of their activation. Supports a bridging model of inference generation, since causal antecedents were generated online, whereas causal consequences were not. (HB)