Skip to content
2018
Volume 56, Issue 2
  • ISSN: 0034-527X
  • E-ISSN: 1943-2348
Preview this article:

There is no abstract available.

Loading

Article metrics loading...

/content/journals/10.58680/rte202131475
2021-11-01
2024-11-08
Loading full text...

Full text loading...

References

  1. AitchisonC.LeeA..(2006) Research writing: Problems and pedagogies.Teaching in Higher Education11(3)265–278.
    [Google Scholar]
  2. ArtemevaN..(2009) Stories of becoming: A study of novice engineers learning genres of their professionBazermanC.BoniniA.FigueiredoD..(Eds.)Genre in a changing world161–181WAC Clearinghouse; Parlor Presshttps://wac.colostate.edu/docs/books/genre/chapter8.pdf
    [Google Scholar]
  3. BawarshiA..(2015) Accounting for genre performances: Why uptake mattersArtemevaN.FreedmanA..(Eds.)Genre studies around the globe: Beyond the three traditions186–206Trafford Publishing.
    [Google Scholar]
  4. BawarshiA.ReiffM. J..(2010) Genre: An introduction to history, theory, research, and pedagogyParlor Press.
    [Google Scholar]
  5. BrownJ. S.CollinsA. S.DuguidP..(1989) Situated cognition and the culture of learning.Educational Researcher18(1)32–42.
    [Google Scholar]
  6. CarterM..(2007) Ways of knowing, doing, and writing in the disciplines.College Composition and Communication58(3)385–418.
    [Google Scholar]
  7. CarterM.FerzliM.WiebeE. N..(2007) Writing to learn by learning to write in the disciplines.Journal of Business and Technical Communication21(3)278–302.
    [Google Scholar]
  8. CrookesG..(1990) The utterance, and other basic units for second language discourse analysis.Applied Linguistics11(2)183–199.
    [Google Scholar]
  9. DannelsD. P..(2000) Learning to be professional: Technical classroom discourse, practice, and professional identity construction.Journal of Business and Technical Communication14(1)5–37.
    [Google Scholar]
  10. DannelsD. P..(2011) Relational genre knowledge and the online design critique: Relational authenticity in preprofessional genre learning.Journal of Business and Technical Communication25(1)3–35.
    [Google Scholar]
  11. DurstS..(2019) Disciplinarity and literate activity in civil and environmental engineering: A lifeworld perspective.Written Communication36(4)471–502.
    [Google Scholar]
  12. EricssonK. A.SimonH. A..(1993) Protocol analysis: Verbal reports as dataMIT Press.
    [Google Scholar]
  13. FangZ.CoatoamS..(2013) Disciplinary literacy: What you want to know about it.Journal of Adolescent & Adult Literacy56(8)627–632.
    [Google Scholar]
  14. FreedmanA..(1987) Learning to write again: Discipline-specific writing at university.Carleton Papers in Applied Language Studies495–115.
    [Google Scholar]
  15. GeislerC..(1994) Academic literacy and the nature of expertise: Reading, writing, and knowing in academic philosophyLawrence Erlbaum.
    [Google Scholar]
  16. GeislerC.SwartsJ..(2019) Coding streams of language: Techniques for the systematic coding of text, talk, and other verbal dataWAC Clearinghouse; University Press of Coloradohttps://wac.colostate.edu/books/practice/codingstreams/
    [Google Scholar]
  17. Hart-DavidsonB..(2015) Genres are enacted by writers and readersAdler-KassnerL.WardleE..(Eds.)Naming what we know: Threshold concepts of writing studies39–40Utah State University Press.
    [Google Scholar]
  18. HildenK.PressleyM..(2011) Verbal protocols of readingDukeN. K.MalletteM. H..(Eds.)Literacy research methodologies2nd ed.427–440Guilford Press.
    [Google Scholar]
  19. InoueA. B..(2015) Antiracist writing assessment ecologies: Teaching and assessing for a socially just futureWAC Clearinghouse; Parlor Press.
    [Google Scholar]
  20. InoueA. B..(2019) Classroom writing assessment as an antiracist practice: Confronting white supremacy in the judgments of language.Pedagogy19(3)373–404.
    [Google Scholar]
  21. KalaskasA. B..(2013) Science lab report writing in postsecondary education: Mediating teaching and learning strategies between students and instructors [Master’s thesis, George Mason University]ProQuesthttps://www.proquest.com/openview/9c05232914bf7ab0d089c2817292ebdf/1?pq-origsite=gscholar&cbl=18750
    [Google Scholar]
  22. KeysC. W..(1999) Revitalizing instruction in scientific genres: Connecting knowledge production with writing to learn in science.Science Education83(2)115–130.
    [Google Scholar]
  23. KirschnerP. A.AyresP.ChandlerP..(2011) Contemporary cognitive load theory research: The good, the bad and the ugly.Computers in Human Behavior27(1)99–105.
    [Google Scholar]
  24. Le MaistreC.ParéA..(2004) Learning in two communities: The challenge for universities and workplaces.Journal of Workplace Learning16(1-2)44–52.
    [Google Scholar]
  25. LernerN..(2007) Laboratory lessons for writing and science.Written Communication24(3)191–222.
    [Google Scholar]
  26. MillerC. R..(1984) Genre as social action.Quarterly Journal of Speech70(2)151–167.
    [Google Scholar]
  27. MojeE. B..(2015) Doing and teaching disciplinary literacy with adolescent learners: A social and cultural enterprise.Harvard Educational Review85(2)254–301.
    [Google Scholar]
  28. ParkinsonJ..(2017) The student laboratory report genre: A genre analysis.English for Specific Purposes451–13.
    [Google Scholar]
  29. PaxtonM..(2011) How do we play the genre game in preparing students at the advanced undergraduate level for research writing?.Teaching in Higher Education16(1)53–64.
    [Google Scholar]
  30. PressleyM.AfflerbachP..(1995) Verbal protocols of reading: The nature of constructively responsive readingLawrence Erlbaum Associates.
    [Google Scholar]
  31. PriorP. A..(1998) Writing/disciplinarity: A sociohistoric account of literate activity in the academyRoutledge.
    [Google Scholar]
  32. PriorP. A.HengstJ.RoozenK.ShipkaJ..(2006) “I’ll be the sun”: From reported speech to semiotic remediation practices.Text & Talk26(6)733–766.
    [Google Scholar]
  33. PriorP. A.ShipkaJ..(2003) Chronotopic lamination: Tracing the contours of literate activityBazermanC.RussellD..(Eds.)Writing selves/writing societies: Research from activity perspectives180–238WAC Clearinghousehttps://wac.colostate.edu/docs/books/selves_societies/prior/prior.pdf
    [Google Scholar]
  34. RanawakeR. A. G. S.WilsonK. F..(2016) Learning to do science: Lessons from a discourse analysis of students’ laboratory reports.International Journal of Innovation in Science and Mathematics Education24(2)71–81.
    [Google Scholar]
  35. RoozenK..(2014) “Journalism, poetry, stand-up comedy, and academic writing: Mapping the interplay of curricular and extracurricular literate activities”: Re-visiting a theoretical lens five years later.Composition Forum30http://compositionforum.com/issue/30/roozen-retrospective.php
    [Google Scholar]
  36. RoozenK.EricksonJ..(2017) Expanding literate landscapes: Persons, practices, and sociohistoric perspectives of disciplinary developmentUtah State University Press.
    [Google Scholar]
  37. RussellD. R..(1997) Rethinking genre in school and society: An activity theory analysis.Written Communication14(4)504–554.
    [Google Scholar]
  38. RussellD. R..(2002) Writing in the academic disciplines: A curricular historySouthern Illinois University Press.
    [Google Scholar]
  39. SaldañaJ..(2013) The coding manual for qualitative researchers(2nd ed.)SAGE Publications.
    [Google Scholar]
  40. ShanahanT.ShanahanC..(2012) What is disciplinary literacy and why does it matter?.Topics in Language Disorders32(1)7–18.
    [Google Scholar]
  41. SpinuzziC..(1996) Pseudotransactionality, activity theory, and professional writing instruction.Technical Communication Quarterly5(3)295–308.
    [Google Scholar]
  42. SpinuzziC..(2011) Losing by expanding: Corralling the runaway object.Journal of Business and Technical Communication25(4)449–486.
    [Google Scholar]
  43. StreetB. V..(1984) Literacy in theory and practiceCambridge University Press.
    [Google Scholar]
  44. SwalesJ..(1990) Genre analysis: English in academic and research settingsCambridge University Press.
    [Google Scholar]
  45. SwellerJ..(1994) Cognitive load theory, learning difficulty, and instructional design.Learning and Instruction4(4)295–312.
    [Google Scholar]
  46. TchudiS(Ed.)(1997) Alternatives to grading student writingNational Council of Teachers of English.
    [Google Scholar]
  47. ThaissC.ZawackiT. M..(2006) Engaged writers and dynamic disciplines: Research on the academic writing lifeBoynton/Cook.
    [Google Scholar]
  48. WeissnerC.ReiffM. J.DryerD..(2015) From the editors: 30 years of genre as social action: The past, present, and possible futures of RGS.Composition Forum, 31http://compositionforum.com/issue/31/from-the-editors.php
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.58680/rte202131475
Loading
/content/journals/10.58680/rte202131475
Loading

Data & Media loading...

  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error