621 Homepage

Bibliography on Writing and Learning

I've indicated with an asterisk [*] items that I think are good starting places. If you can't find an item, let me know. I probably have it to loan. Remember to use your browser's search function to find things. David.

Also note that I've included some websites for Activity Theory (under Theoretical Studies of AT), Dewey, and for Cultural Studies and Critical Pedagogy under Cultural Studies. Please let me know if you find others.

Index

1. PHILOSOPHICAL AND NEUROBIOLOGICAL ASSUMPTIONS

2. ACTIVITY THEORY (with Dewey and Symbolic Interactionism

3. GENRE THEORY

4. CULTURL STUDIES AND COMPOSITION

4.1 Freire

4.2 Lu, Min-Zhan

4.3 Gramsci

5. ACQUISITION OF WRITING STUDIES (EMPIRICAL)

6. DISCIPLINARY/PROFESSIONAL PRACTICES

7. STUDIES OF KNOWLEDGE MAKING IN SCIENCE & HUMANITIES: SOCIOLOGY, SOCIO-LINGUISTICS, SSK

8. WAC PROGRAMS, THEORY, AND PRACTICE

9. LITERACY, SCHOOLING, and ASSESSMENT

9.3 Discourse Community/Context Theory

10. COGNITIVE PSYCHOLOGY

11. MISC

1. PHILOSOPHICAL AND NEUROBIOLOGICAL ASSUMPTIONS

2. ACTIVITY THEORY To Index

Engestrom, Yrjo, and Middleton, David, eds. Cognition and Communication at Work. Cambridge: Cambridge U P, 1996.

2.2 Theoretical Studies of AT

CHAT Theorists!! (AERA CHAT Sig website)

Activity theory web site

Ilyenkov: Introduction to Dialectical Logic web site

Vygotsky web site

Wardekker (1995) Critical and Vygotskian Theories of Education: A Comparison

Kozulin, Alex. Psychology in Utopia. MIT Press, 1984

Kozulin, Alex. Vygotsky's Psychology. New York: Harvester Wheatsheaf, 1990.

Van der Veer & Jaan Valsiner. The Vygotsky Reader. Oxford: Blackwell, 1994

Wertsch, James V. Vygotsky and the Social Formation of Mind. Cambridge: Harvard UP 1985.

Wertsch, James. V. Voices of the Mind. Cambridge: Harvard UP 1991.

Yaroshevsky, Mikhail. Lev Vygotsky. Moscow: Progress Publishers, 1989

Zebroski, James Thomas. Thinking Through Theory. Portsmouth, NH: Boynton, in press.

Zebroski, James Thomas. "Writing as 'Activity': Composition Development from the Perspective of the Vygotskian School." Diss. Ohio State U, 1983.

Zinchenko, V.P. "Vygotsky's ideas about units for analysis of mind." In J. V. Wertsch (Ed.) (1985), Culture, communication, and cognition: Vygotskian perspectives. Cambridge: Cambridge University Press. CHAT excellent. Goes into Bakhtin, Mead, Cole, and Engestrom as well.

3.3 Dewey and Symbolic Interactionism

CENTER FOR DEWEY STUDIES

Mead, G. H. Homepage

Dewey, John Democracy and education.1916 1916/44 discussed self-realization and direction. He argued that developmentally appropriate teaching means that teacher's directing "must progressively realize present possibilities" (p.56) in child's initiated activity. According to Dewey, genuine learning linked with changes in child's intrinsic motivation associating with co-construction of a new meaning with adult. This process has inherently developmental character for both child and adult. "With respect to the development of powers devoted to coping with specific scientific and economic problems we may say the child should be growing in manhood. With respect to sympathetic curiosity, unbiased responsiveness, and openness of mind, we may say that the adult should be growing in childlikeness. One statement is as true as the other." (p.50) Eugene Matusov University of California at Santa Cruz 11-JUN-1993 02:23:26.56 Dewey also described four functions of school in the society: 1. To simplify environment for the children by selecting the fundamental features of the society. This kind of function is fairly analyzed by Davydov, who is talking about extracting fundamental relations (either scientific or not) as the guideline for constructing school curriculum. 2. To eliminate the unworthy features of social environment, "cleaning dead wood from the past." I would collapse this function with the first one. 3. To provide contact with a broader environment. Dewey stressed that any society or community is not homogeneous culture but constituted by many smaller societies and (E. Matsuov xlchc 6.10.93—some perceptive comments.

3. GENRE THEORY To Index

3.1 North American genre debate

Bazerman, C. (1993). From cultural criticism to disciplinary participation: Living with powerful words. In A. Herrington & C. Moran (Eds.) Writing teaching, and learning in the disciplines (pp. 61-68). New York: Modern Language Association. Also in Constructing Experience

Bazerman, C. (1994). Constructing experience. Carbondale, IL: Southern Illinois University Press.

*Bazerman, Charles. (1994). Systems of genres and the enactment of social intentions. In A. Freedman & P. Medway (Eds.) Genre and the new rhetoric (pp. 79-101). London: Taylor & Francis.

Bazerman, Charles. (1994b). Where is the classroom? In A. Freedman & P. Medway (Eds.) Learning and teaching genre (pp. 25-30). Portsmouth, NH: Boynton/Cook Heinemann.

Bazerman, Charles. "Systems of Genres and the Enactment of Social Intentions." In Genre and the New Rhetoric. Ed. Aviva Freedman and Peter Medway. London: Taylor & Francis, 1994. 79-101.

Freedman, A. & Medway, P. (1994). Locating genre studies: Antecedents and prospects. In A. Freedman and P. Medway (Eds.) Genre and the new rhetoric (pp. 79-101). London: Taylor & Francis.

Miller, C. R. (1984). "Genre as social action." Quarterly Journal of Speech 70, 151-67. Also reprinted and corrected in In Freedman & Medway, eds. Genre and the New Rhetoric, 23-42.

Miller, C. R. (1994). "Rhetorical community: The cultural basis of genre." In Freedman & Medway, eds. Genre and the New Rhetoric, 67-78. Follow up to 84

Olson, G. M., Mack, R. I., & Duffy, S. A. (1981). Cognitive aspects of genre. Poetics, 10, 283-315. "although readers may have implicit understanding of the principles of composition of specific genres, this tacit knowledge does not necesarily transfer to effectie writing" (Chou's paraphrase).

*Berkenkotter, C. & Huckin, T. (1995). Genre knowledge in disciplinary communicaiton: Cognition/culture/power. Hillsdale, NJ: Erlbaum.

Smith, D. E. (1984). Textually mediated social organization. International Social Science Journal, 36, 59-75. feminist socioloist. See Leyder

3.2 Halladayan (Systemic Functional Linguistics)

Collins, x, Coubuild. English Grammar. 1993Kress uses it in his grammar class. Birmingham guys.

Halliday, Michael. Functional Grammar. 1985 The Bible, according to Kress. Uses it in his grammar class.

Halliday, M.A.K. (1988) On the language of physical science. In M. Ghadessy (Ed.) Registers of Written English: Situational Factors and Linguistic Features. London: Pinter (pp.162-178)

Halliday, M.A.K. (1990) Some grammatical problems in scientific English. Australian Review of Applied Linguistics, Series S, 6: 13-37.

Martin, J.R. (1993) Genre and literacy - modelling context in educational linguistics. University of Sydney, Dept. of Linguistics.

Lemke, J.L. (1990) Talking Science: Language, Learning and Values. Norwood, NJ: Ablex.

*Cope, Bill, and Mary Kalantzis, eds. (1993). The powers of literacy: A genre appropach to teaching writing. London: Falmer Press. Excellent collection. Good starting place for Australian tradition.

Reid, I. (Ed.). (1988). The place of genre in learning: Current debates. Geelong, Australia: Deakin University Press.

Christie, Francis. Language Education. 1985. The first volume in the course series Language and Learning, a course done for teachers at Open University. Deakin U P.

Kress, Gunther. Linguistic Processes in Sociocultural Practice. 1985. Another volume in the course series Language and Learning, a course done for teachers at Open University. Deakin U P. This one reprinted by Oxford 1990.

Kress, Gunther. Learning to Write. Londo: Routledge, 1982. Chapter 5 on Genre lays out his theory, which he has since distanced himself from (in its hard position that genres are rigid). Qtd in Swales 91.

Kress, G. (1987). Genre in a social theory of language: A reply to John Dixon. In I. Reid (Ed.). (Berk/Huckin quote on kids don’t have the power to challenge genres.

*Kress, Gunther. (1993). Genre as social process. In Cope & Kalantzis. 22-37

Martin, James R. and Joan Rothery. 1986. "What a functional approach to the writing task can show teachers about 'good writing'." In Couture (ed.): 241-65.

Couture, Barbara. Functional Approaches to Writing: Research Perspectives. London: Frances Pinter, 1986. Lots of Hallidayans from US, UK, and Aussies have a go. Good stuff (though usual from JR Martin, Christie, and a fine Hallidayan essay by Couture on "Idation in writtren text: a funcitonal approach to clarity and exigence"

Painter, C. and J. R. Martin (eds.) 1986. Writing to mean: teaching genres across the curriculum. ALAA Occasional Papers 9.

Painter, Clare. "The Role of Interaction in Learning to Speak and Learning to Write." Writing to Mean: Teaching Genres across the Curriculum, ALAA Occasional Papers 9, 1986: 62-97.

Hasan, Ruqaiya, and J. R. Martin, eds. Language Development: Learning Language, Learning Culture. Meaning and Choice in Language: Studies for Michael Halliday. Advances in Discourse Production, v. XXVII. Norwood, NJ: Ablex, 1989.

*Halliday, M. A. K., and J. R. Martin. Writing Science: Literacy and Discursive Power. U of Pittsburgb P, 1993.

Painter, Claire. "Learning Language: A Functional View of Language of Development." Hasan, Ruqaiya, and J. R. Martin, eds. 18-65

Christie, Frances. "Language Development in Education." Hasan, Ruqaiya, and J. R. Martin, eds. 152-98.

Rothery, Joan. "Learning About Language." Hasan, Ruqaiya, and J. R. Martin, eds. 199-256.

Pearce, John, Geoffrey Thornton, and David Mackay. "The Programme in Linguistics and English Teaching, University College London, 1964-1971. Hasan, Ruqaiya, and J. R. Martin, eds. 329-82.

Martin, J.R. (1993) . A contextual theory of language. In Cope & Kalantzis.

3.3 British Critical Discourse Analysis

Carter, Ron. (1990) "The New Grammar Teaching" (104-22) and "Introduction" (1-22) Knowledge About Language: The LINC Reader. Ed. Ronald Carater. London: Hodder. SUPER Use examples in 310? Answers anti grammar objections delightfully.

*Fairclough, Norman. Discourse and Social Change. Cambridge, UK: Polity 1993. P302 F35.

Fairclough, Norman, ed. Critical Language Awareness. London: Longman, 1992. P120 L34 C75 1992 This group follows the Language Awareness movement growing out of Halliday's Language in Use project of the 60's and critiacal discourse analysis of Fowler, Trew, Kress, and others in the 70s. Critiques Kingman and Cox reports on ideological and theoretical grounds.,

Fairclough, Norman. Language and Power. London: Longman, 1989. I didn't read this one yet.

Fairclough, Norman "The Appropriacy of Appropriateness." Fairclough, Norman, ed. Critical Language Awareness. London: Longman, 1992. P120 L34 C75 1992

*Ivanic, Roz, and John Simpson. "Who's Who in Academic Writing?" Fairclough, Norman, ed. Critical Language Awareness. London: Longman, 1992.A nice piece on looking for writer's identity (coauthored with working class student). Very Bakhtinian. Who's talking? or listening at any given point. HE seems to have flaky romantic notions of writing "committed I," etc. SHE seems to be right on, a Hallidayan funcitonalist plus Marx. 140-66.

Clark, Romy. "Principles and Practice of CLA in the Classroom." Fairclough, Norman, ed. Critical Language Awareness. London: Longman, 1992. 116-139. Influenced by Bartholomae, and Chase at Pitt. Teaches a study skills unit for departments. Very much like WAC. I must interview her. Some depts have writing guidelines.

3.4 English for Specific Purposes (ESL/EFL)

Dudley-Evans, Tony. (ed.) 1987. "Genre analysis and E.S.P." ELR Journal 1.

*Swales, John. Genre Analysis. Cambridge: Cambridge U P, 1990. REFERENCE THE SPECIFIC ESP STUDIES

3.5 Bakhtin and/or Vygotsky

*Nystrand, M., Greene, S., & Wiemelt, J. (1993). Where did composition studies come from? An intellectual history. Written Communicaiton 10, 267-333.

Bakhtin, Michael M. The Dialogical Imagination. Austin: U of Texas P, 1981.

*Bakhtin, M. M. (1986). Speech genres and other late essays (V.W. McGee, Trans.: C. Emerson & M. Holquist, Eds.). Austin: University of Texas Prewss.

Bakhtin, Mikhail. Art and Answerability. University of Texas Press, 1990.

Bakhtin, Mikhail. Problems of Doestoevsky's Poetics. ed. Emerson. Manchester UP, 1984

Bakhtin, Mikhail. Rabelais and His World. Indiana UP, 1984.

Bakhtin, Mikhail and P.N. Medvedev. The Formal Method in Literary Scholarship. Harvard UP, 1985

Clark, Katerina and Michale Holquist. Mikhail Bakhtin. Harvard UP, 1984.

Holquist, Michael. Dialogism. Mikhail Bakhtin and His World. Routledge, 1990.

Morson, Gary Saul and Caryl Emerson. Mikhail Bakhtin: Creation of a Prosaics. Stanford: Stanford University Press, 1991.

Morson, Gary Saul and Caryl Emerson. Rethinking Bakhtin. Northwestern University Press, 1989.

Todorov, Tzvetan. Mikail Baktin: The Dialogic Principle. Manchester UP 1984.

Volosinov, V.N. Marxism and the Philosophy of Language. Academic Press, 1986

Dentith, Simon. Bakhtinian Thought. An Introductory Reader. Routledge, 1995.

 

Cazden, Courtney. Whole Language Plus: Essays on Literacy in the United States and New Zealand. New York: Teacher's College P, 1992. This is a super cross-cultural study of educaiton, written for teachers as well as researchers. Nice style. See stuff on LSV and Bakhtin below (and her personal essay). Discusses Leont'ev's car driving analogy and literacy. To READ: "How to Do Academic Writing and Why: A Beginning Account" (1986); "Vygotsky, Hymes, and Bakhtin: From Word to Utterance and Voice" (1989): "A Vygotskian Account of Reading Recovery" [an New Zealand reading teaching technique]. And super stuff on Equity in New Zealand Education].

"Shouts on the Street: Bakhtin's Anti-Linguistics" in Bakhtin: Essasyand Dialogues on His Work, Gary S. Morson, ed. (Univ of Chicago Press,1986), pp. 41-57. Recommended off MBU

Stodolsky, Sue The Subject Matters recommended by Wertsch wertsch@cica.es "I think Jorge Larreamendy-Joerns's questions about speech genres is a good one. Other than the people he listed and the implications for speech genres in ss. I don't know of any specific comments about writing in different subjects.

Wertsch, James V. 1991. Voices of the Mind: A Sociocultural Appraoch to Mediated Action. Cambridge: Harvard University Press.

Wertsch, James. "The Semiotic Mediation of Mental Life: L.S. Vygotsky and M. M. Bakhtin." in Mertz, Elizabeth, and Richard J. Parmentier. Semiotic Mediation: Sociocultural and Psychological Perspectives. Orlando: Academic, 1985. This essay is a kind of study for Voices. But the collection's also got some interesting "Case Studies in Semiotic Mediaton" and an essay by Parmentier on Peirce.

Wertsch, James V., and Ana Luiza Bustamante Smolka. "Continuing the Dialogue: Vygotsky, Bakhtin, and Lotman." Daniels, Harry, ed. Charting the Agenda: Aducational Activity After Vygotsky.Routledge: London, 1993. Continues the Voices of the Mind line. READ

3.6 General debate

Linell, P(er). (1996) Discoruse across professional boundaries. AAAL presentation, Chicago, March 25.

*Witte, Stephen P. (1992). "Context, text, intertext: Toward a constructivist semiotic of writing." Written Communicaiton 9, 2, 237-308.

*Freedman, A. (1993). Show and tell? The role of explicit teaching in the learning of new genres. Research in the Teaching of English, 27, 222-251.

*Williams, Joseph M. and Gregory G. Colomb. "The Case for Explicit Teaching: Why What You Don't Know Won't Help You." RTE 27 (1993): 252-63. Reply to Freedman.

*Fahnestock, Jeanne. Genre and Rhetorical Craft." RTE 27 (1993): 265-71. See notes under Freedman above and in Ch 4.

Gibbons, John. "Language Focussed and Communication Focussed ESOL Writing." Writing to Mean: Teaching Genres across the Curriculum, ALAA Occasional Papers 9, 1986: 44-61.

Parker, Robert P., and Vera Goodkin. The Consequences of Writing: Enhancing Learning in the Disciplines. Upper Montclair: Boynton, 1987. Lots of stuff about Britton and the Brits, quotes N. Martin on genre etc. Weak. Chuck agrees.

Martin, Nancy. Mostly About Writing. I copied Chap 10, Encounters with models, discusses genre. Upper Montclair: Boynton, 1983.

Nystrand, M. (1986). The structure of written communication: Studies in reciprocity between writers and readers. Orlando, FL: Academic Press. A chapter on genre, chap 6. see p. 139. Need to read this before submitting to WC.

3.7 Models of genres as teaching tool

Brooke, Robert. (1988). "Modeling a writer's identity: Reading and imitation in the writing classroom." CCC 39, 1, 23-41. Case study from a comp course. Xlisted under GENERAL COMP USE

Charney, D. H., & Carlson, R. A. (1995). Learning to write in a genre: What student writers take from model texts. RTE, 29, 88-125. Study of students writing introductions in two discipines.

Smagorinsky, P. (1994) Models. In A. Purves, (Ed.), Encyclopedia of the english studies and language arts. Urbana, IL: National coun cil of TEachers of English. analyis of studies on imitation.

Smagorinksy, P. (1992). How reading model essays affects writers. In J. W. Irwin & M. Dyle (Eds.), Reading/writing connections: Learning from research. Newark, DE: International Reading Association.

Stolarek, E. (1994). Prose modeling and metacognition: The effect of modeling on developing a metacognitive stance toward writing. RTE, 28, 154-74 Cited in Charney 1995. see quotes there. SHE LIKES THIS SUTDY. SEE HER P. 115 GET AND USE

Jamieson, Kathleen M. 1975. "Antecedent genre as rhetorical constraint." Quarterly Journal of Speech 61: 406-15.

4. CULTURL STUDIES AND COMPOSITION To Index

*Wardekker (1995) Critical and Vygotskian Theories of Education: A Comparison

4.1 FREIRE

Paulo Freire, Pedagogy of the Oppressed. New York: Continuum 1970.

Paulo Freire, Pedagogy of Hope. New York: Continuum 1994.

John L. Elias, Paulo Freire: Pedagogue of Liberation. Malabar, FL: Kreiger Press 1994.

Ira Shor and Paulo Freire, A Pedagogy for Liberation: Dialogues on Transforming Education. Massachusetts: Bergin & Garvey, 1987.

Myles Horton and Paulo Freire, We Make the Road by Walking: Conversations on Education and Social Change. Philadelphia: Temple University Press, 1990.

Mazurek, Raymond. Frierian Pedagogy, Cultural Studies, and the Initiation of Students into Academic Discourse (Shor 208-322).

Peter McLaren and Peter Leonard, Paulo Freire: A Critical Encounter. London and New York: Routledge, 1993.

4.2 LU, MIN-ZHUAN

Lu, Min-zhan. The Problematic of Experience: Redefining Critical Work in Ethnography and Pedagogy. College English v60 n3 p257-77 Mar 1998

Lu, Min-zhan. Professing Multiculturalism: The Politics of Style in the Contact Zone. College Composition and Communication v45 n4 p442-58 Dec 1994

Lu, Min-zhan. Conflict and Struggle: The Enemies or Preconditions of Basic Writing? College English v54 n8 p887-913 Dec1992

Lu, Min-zhan. Redefining the Legacy of Mina Shaughnessy: A Critique of the Politics of Linguistic Innocence. Journal of Basic Writing v10 n1 p26-40 Spr 1991

Lu, Min-zhan. From Silence to Words: Writing as Struggle. College English v49 n4 p437-48 Apr 1987

4.3 GRAMSCI

Gramsci for Beginners A nice glossary, and introductions

Gramsci links archive A good biography, and GREAT links

Resources on Antonio Gramsci Some of his texts, with commentary, etc.

5. ACQUISITION OF WRITING STUDIES (EMPIRICAL) To Index

Sperling, Melanie. (1996). Revisiting the Writing-Speaking Connection: Challnges for research on writing and writiing instruction. Review of Eductional Research 66, pp. 53-86. Brilliant

*Ackerman, J. M. (1993). The promise of writing to learn. Written Communicaiton, 10, 334-370. Review essay on empirical studies of WAC

Weiss, R. & Walters, S. A. (1979). Research on writing and learning: Some effects of learning-centered writing in five subject areas (ERIC ED 191 073) QUTED IN NORTH 1986

5.1. Elementary, secondary, and first-year higher education: Genres for "general" education:

Anderson, Worth, Cynthia Best, Alycia Black, John Hurst, Brandt Miller, and Susan Miller. "Cross-Curricular Underlife: A Collaborative Report on Ways with Academic Words." College Composition and Communication 41 (1990): 11-36.

Applebee (1984), Contexts for learning to write. NCTE.

*Bartholomae. "Inventing the University." When a Writer Can’t Write. Ed. Mike Rose. New York: Guilford 198?. 134-165.

Fishman, S. M. & McCarthy, L. (1996). Teaching for student chane: A Deweyan alternative to radical pedagogy. CCC, 47, 342-366.

Fishman, S. M. & McCarthy, L. (1995). Community in the expressivist classroom: Juggling liberal and communitarian visions. College English, 57, 62-81.

*Fishman, S. M. & McCarthy, L. (1998). John Dewey and the Challenge of Classroom Practice. New York: Teachers College Press.

Freedman, S. (1995). Crossing the bridge to practice: Rethinking the theories of Vygotsky and Bakhtin. Written Communication, 12, 74-92. Interesting take on her "exchanging writing" study

Grossman, P.amela, & Stodolsky, S. S. (1995). Content as context: The role of school subjects in secondary school teaching. Educational Researcher, 24, 5-11. High shcool teachers are highly identified with their disciplines.

*Herrington, Anne J. (1988). "Teaching, writing, and learning: A naturalistic study of writing in an undergraduate literature course." In Jolliffe, ed. Writing in Academic Disciplines (Norwood, NJ: Ablex, 1988): 133-165.

Himley, Margaret. 1986. Genre as generative: one perspective on one child's early learning growth." In Nystrand (ed.):137-58.

Hynds, S.usan (1989). Bringing life to literature and literature to life: Social constructs and contexts of four adolescent readers. RTE, 23, 30-59.

*Marshall, J.ames D. (1987). The effects of writing on students’ understanding of literary texts. RTE, 21, 30-63.

*McCarthy, L. P., & Fishman, S. M. (1991). "Boundary Conversations: Conflicting Ways of Knowing in Philosophy and Interdisciplinary Researach." Research in the Teaching of English 25, 419-68.

Nippold, Marilyn A., ed. Later Language Development: Ages 9 Through 19. Boston: Little, Brown, 1988. P118 L3895. This is a fine collection summarizing the research on the topic done by Speech Pathology folks, but it's on NORMAL acquisiton, hence useful. Literacy, syntax, readcing, writing, verbal reasoning, figurative language, ambiguity, language socialization (Doug C. Cooper), pragmatics. Starts by summarizing the evidence against Langenberg's hypothesis that langauge development stops after puberty. USEFUL CONTEXT

*North, Stephen M. Writing in a Philosophy Class: Three Case Studies. Research in the Teaching of English 20 (1986): 225-62. (ALYSON AND YVETTE--MARK IS ODD CASE)

*Nystrand, M, with Gamoran, A., Kachur, R., & Prendergast, C. (1997). Opening dialogue: Understanding the dynamics of language and language learning in the English classroom. New York: Teachers College Press. A scary study of high school literature teaching. Large Ns.

*Smagorinsky, P., & Coppock, J. (1994). Cultural tools and the classroom context: An exploration of an artistic response to literature. Written Communication, 11, 283-310.

*Smagorinsky, P., & Coppock, J. (1995). The reader, the text, the context: An exploration of a choreographed response to literature. Journal of Reading Behavior, 27, 271-98.

Smagorinsky, P., & Smith, M. W. (1992). The nature of knowledge in composition and literary understanding: The question of specificity. Review of Educational Research, 62, 279-305.

 

5.1.1. General composition courses

Brooke, Robert. (1988). "Modeling a writer's identity: Reading and imitation in the writing classroom." CCC 39, 1, 23-41. Case study from a comp course. Xlisted under MODELS USE

*Greene, Stewart. (1995). Making sense of my own ideas: The problems of authorship in a beginning writing classroom. WC, 12, 186-218. CRITIQUE WITH AT

Richie, Joy S. "Beginning Writers: Diverse Voices and Individual Identity." College Composition and Communication 40 (1989): 152-74.

*Ronald, Kate. "On the Outside Looking in: Students' Analyses of Professional Discourse Communities." Rhetoric Review, 7 (1988): 130-49.

5.2. Advanced undergraduate to beginning graduate education: Genres for potential participants

Ball, C.arolyn, Dice, L.aura, & Bartholomae, D. (1990). Telling secrets: Student readers and disciplinary authorities. Beach * Hinds

Charney, D. H., & Carlson, R. A. (1995). Learning to write in a genre: What student writers take from model texts. RTE, 29, 88-125.

*Faigley, L., USE! & Hansen, K. (1985). Learning to write in the social sciences. College Composition and Communication, 36, 140-149. (also JI)

Greene, S. (1993). The role of task in the development of academic thinking through reading and writing in a college history course. Research in the Teaching of English, 27, 46-75.

Hare, Victoria Chou, and Denise A. Fitzsimmons. "The Influence of Interpretive Communities on Use of Content and Procedural Knowlege" Written Communication 8 (1991): 348-78.

*Herrington, Anne J. and Deborah Cadman. "Peer Review and Revising in an Anthropology Course: Lessons for Learning." College Composition and Communication 42 (1991): 184-99. Jr-Sr course. USE

Jolliffe, David A., Ellen M. Brier. (1988). "Studying writers' knowledge in academic disciplies." In Jolliffe, ed. Writing in Academic Disciplines (Norwood, NJ: Ablex, 1988): 35-77.

*McCarthy, Lucille Parkinson. "A Stranger in Strange Lands: A College Student Writing Across the Curriculum." Research in the Teaching of English 21 (1987): 233-65.

Freedman, Aviva. Learning To Write Again. Carleton Papers in Applied Language Studies 4 (1987): 95-116. AND her

Freedman, Reconceiving Genre." Texte 8/9 (1990) 279-92. She analyzes law students and does sophisticated T-unit and other analyses to concluded direct instruction doesn't work and that this is really Hillocks environmental mode. GET AND STUDY See her RTE 1993 article "Show and Tell"

Geisler (1990), The artful conversation: Characterizing the development of advanced literacy. In R. Beach & S. Hynds (Eds.) Developing discourse practices in adolescence and adulthood (pp. 93-109). Norwood, N.J. Ablex.

Geisler, Cheryl. "Exploring Academic Literacy: An Experiment in Composing." College Composition and Communication 43 (1992): 39-54. Kaufer and Young discuss it. Her research network talk. Same stuff on expertise as her book.

Haas and Flower (1988), Rhetorical reading strategies and the construction of meaning. CCC 39, 167-83. Early version of Flower's theory. Data from "three readers"—same experimental model. AN of reading the experimental situation. "Rhetorical reading" doesn't analyze ANs. Nice data to reanalyze, if time permits. USE

Herrington, Anne J.. (1992) Compositing one's self in a discipline: Students and teachers' negotiaons." In M. Secor and D. Charney (Eds.), Constructing rhetorical educaion (pp. 91-115) Carbondale: Southern Illinois University Press

Hynds (1989) Bringing life to literature and literature to life. RTE 23, 30-61.

Kucer, S. L. (1985). The making of meaning. Reading and writing as parallel processes. Written Communication, 2, 317-336. Students' wriiting is inextricably tied to their positions and prior experiences in multiple social contexts. Chou rec

Matalene, Carolyn. Worlds of Writing. New York: Random, 1989.

Nash, Walter. ed. The Writing Scholar: Studies in Academic Discourse. Written Communication Annual 3. Newbury Park, CA: Sage, 1990.

Penrose, A. M., & Felnnel, B. A. (1992, April). Agency and proof in scientific prose. AERA San Francisco.

Powell, A. (1985). "A chemist’s view of writing, reading, and thinking across the curriculum." CCC, 36, 414-418. Remarks that he has to teach students who will go into a lot of fields. see Anson, 1988

Schumacher, G. M., Klare, G. R., and Scott, B. T. "Writing Genre: Its Influence on Writing Process." AERA paper 1985. ERIC? In WC?

Street’s new book on writing in higher ed. Won some kind of award?

Vipond and Hunt (1984). Point-driven understanding: Pragmatic and cognitive dimensions of literary reading. Poetics, 13, 261-77. Haas rec 48.

*Walvoord, Barbara, and Lucille McCarthy. Thinking and Writing in College. NCTE, 1990. An excellent study of students in business management, biology, history, and philosophy.

5.3. Longitudinal Studies, etc. encompassing several involvements /s1,57,62,1,,Index - _Hlk442676832To Index

Brandt, D. (1994). Remembering writing: Remembering reading. College Composition and Communication, 45, 459-479.


Brandt, D. (1995). Accumulating literacy: Writing and learning to write in the twentieth century. College English, 57, 649-668.

Carson, G. C., Chase, N. D., Gibson, S. U., & Hargrove, M. F. (1992). Literacy demands of the undergraduate curriculum. Reading Research and Instruction, 31, 25-50.

*Charney, D., Newman, J. H., Palmquist, M. (1995). "I’m just no good at writing": Epistemological style and attitudes toward writing. Written Communicaiton, 12, 298-329.

*Chiseri-Strater, E. (1991). Academic literacies: The public and private discourse of university students. Portsmouth, NH: Boynton/Cook. Longitudinal of four college students over a year. The two she focused on dropped out of college.

Flannigan, Michael. Oklahoma In progress

*Geisler, C. (1994). Academic literacy and the nature of expertise. Reading, writing, and knowing in academic philosophy. Hillsdale, NJ: Erlbaum. Philosophy students, grad and freshmen.

Grahm, Joan. (1996). The writing experience of eight majors in psychology. 4C 96 pres. I have. U of Washington I also have her 93 4C pres.

*Haas, C. (1994). Learning to read biology." Written Communication. 11, 43-84.

Haswell, R. H. (1988a) Dark shadows: The fate of writers at the bottom. CCC, 39, 167-183.

Haswell, R. H. (1991) Gaining ground in college wriiting: Tales of development and interpretaton. Dallas: SMU Press.

Haswell, R.H. (1988b). Error and change in college student writing. WC, 5, 479-99.

Herrington, A. J. (1989?). Assignment and response: Teaching with writing across the disciplines. Kinneavy feschchrift.

Kalmback, James. "The Laboratory Reports of Engineering Students: A Case Study." Writing Across the Disciplines: Research into Practice. Ed. Art Young and Toby Fulwiler. Upper Montclair, NJ: Boynton/Cook, 1986. Kaufer & Young discuss this.

Schwartz, Mimi. (1984). "Response to writing: A college-wide perspective." College English 46, 1, 55-62.

Sternglass, Marilyn. WC? 1994?

Toledo In progress

5.4. Advanced undergraduate and Graduate school: Genres for journeyman insiders

Ackerman, John M. (1991). Reading, writing, and knowing: The role of disciplineary knowledge in comprehension and composing. RTE 25, 133-178. (Transfer)

Anson, Chris M., and L. Lee Forsberg, "Moving Beyond the Academic Community: Transitional Stages in Professional Writing." Written Communication 7 (1990): 200-31.

Berkenkotter, C. (ms) The cinderella syndrome or how do scientists at non-elite universities survivie peer review dureing hard times.

*Berkenkotter, Carol, Thomas N. Huckin, and John Ackerman. "Social Context and Socially Constructed Texts: The Initiation of a Graduate Student into a Writing Community." In Textual Dynamics of the Professions: Historical and Contemporary Studies of Writing in Professional Communities. Ed. Charles Bazerman and James Paradis. Madison: U of Wisconsin P, 1991. 191-215.

Berkenkotter, Carol, Tom N. Huckin, and John Ackerman. Conventions, Conversations, and and the Writer: Case Study of a Student in a Rhetoric Ph.D. Program." Research in the Teaching of English 22 (1988): 9-43.

*Blakeslee, A. M. (1997). Activity, context, interaction, and authority: Learning to write scientific papers in situ. Journal of Business and Technical Communication, 11, 125-169.

Blakeslee, A. M. (1992). Inventing scientific discourse: dimensions of rhetorical knowledge inphysics. Diss. Carnegie Mellon Univeirsty.

Blakeslee, A. M. (1994) The rhetorical construction of novelty: Presenting claims in a letters forum. Science, Technology, and Human Values 1, 88-100.

Blakeslee, A. M. (??) Becoming a physicist: Acquiring rhetorical skills and knowledge through disciplinary enculturation. Unpublished manucscript.

Blakeslee, A. M. GET (1992). Readers and authors: Fictionalized constructs or dynamic sollaborations? Technical Communications Quarterly 2, 23-35.

*Casanave, C. P. (1995). Local interactions: Constructing contexts for composing in a graduate sociology program. Belcher & Braine (Eds.)

*Casanave, C. P. (1992). Cultural diversity and socialization: A case studey of a Hispanic woman in a doctoral program in sociology. In D. E. Murray (Ed.), Diversity as a resource: Redefining cultural literacy (pp. 148-182). Alexandria, VA: Teaers of English to Speakers of Other Languages.

*Freedman, Aviva, Christine Adam, Graham Smart. (1994) Wearing suits to class: Simulating genres and genres as simulations. Written Communication 11, 193-226.

Henry, J.im (1994). A narratological analysis of WAC authorship. College English 56, 810-824

*Herrington, Anne J. "Writing in Academic Settings: A Study of the Context for Writing in Two College Chemical Engineering Courses." Research in the Teaching of English 19 (1985): 331-61

*Jacoby, S., and P Gonzales. The Constitution of Expert-Novice in Scientific Discourse." Issues in Applied Linguistics 2 (1991): 149-181. Blakelsee rec Physics grad students.

*Mulvaney, M. K. (1994). Interpreting academic apprenticeship: A theoretical synthesis and event analysis of academic enculturation. (Doctoral dissertation, University of Illinois, Chicago). Anthro students

Mulvaney, M. K. (1997). Activity theory: A lens for academic literacy research. Unpublished manuscript.

Prior, P. (1994). Response, revision, disciplinarity: A microhistory of a dissertation prospectus in sociology. Written Communicaion, 11, 483-533.

Prior, P. (1995). Redefining the task: An ethnographic examination of writing and response in graduate seminars. In Belcher & Braine (Eds.)

Prior, P. (1995). Tracing authoritative and internally persuasive discourses: A case study of response, revision, and disciplinary enculturation. Research in the teacahing of English, 29, 288-325.

*Prior, P. (1998). Writing/disciplinarity: A sociohistoric account of literate activity in the academy. Hillsdale, NJ: Erlbaum.

Prior, Paul. "Contextualizing Writing and Response in a Graduate Seminar." Written Communication 8 (1991): 267-310.

Velez, L. F. (1995). Interpreting and writing in the laboratory: A study of novice biologists as novice rhetors. (Doctoral Dissertation, Carnegie Mellon University).

5.5. Workplace Acquisition / Workplace Genre Studies To Index

*Adam, C. (forthcoming). What do we learn from the readers? Possible sources for difficulties in the transition from university to the workplace. In Diaz, Patrick X., and Anthony Paré (Eds.) Transitions: Writing in Academic and Workplace Settings. Cresskill, NJ: Hampton. (public administration)

Anson, C. M., and Forsberg, L. (1990). Moving beyond the academic community: Transitional stages in professional writing. Written Communication 7, 200-31. (interns in business)

Beer, A. (forthcoming). Diplomats in the basement: Graduate engineering students as negotiators of genre. In Diaz, Patrick X., and Anthony Paré (Eds.) Transitions: Writing in Academic and Workplace Settings. Cresskill, NJ: Hampton. (mining engineering)

*Dias, Patrick, Freedman, Aviva, Pare, Anthony, Medway, Peter. Worlds Apart: Acting and Writing in Academic and Workplace Contexts. Mawah, NJ: Erlbaum,1998

*Freedman, A. & Adam, C. (forthcoming). Proving the rule: Situated workplace writing in a university context. In Diaz, Patrick X., and Anthony Paré (Eds.) Transitions: Writing in Academic and Workplace Settings. Cresskill, NJ: Hampton. (government agencies, etc.)

*Freedman, A. & Adam, C. (forthcoming). Write where you are: How do we situate learning to write? In Diaz, Patrick X., and Anthony Paré (Eds.) Transitions: Writing in Academic and Workplace Settings. Cresskill, NJ: Hampton . (finance)

*Freedman, A., & Smart, G. Navigating the current of economic policy: Written genres and the distribution of cognitive work at a financial institution. MCA

Hutchins, Edwin. (1995). Cogniton in the Wild. [Activity theory and navigation. Pegraglia rec. Also has article in Chailkin & Lave, Understanding Practice, below, with notes. NICE LITTLE ARTICLE (6.96). SEE MY NOTES IN IT]

Johns, L. C. (1989). The file cabinet has a sex life: Insights of a professional writing consultant. In Worlds of writing: Teaching and learning in discourse communities of work. Ed. Carolyn Matalene. New York: Random House. (management)

Kalmback, James. "The Laboratory Reports of Engineering Students: A Case Study." Writing Across the Disciplines: Research into Practice. Ed. Art Young and Toby Fulwiler. Upper Montclair, NJ: Boynton/Cook, 1986. (engineering)

Ledwell-Brown, J. (forthcoming). Organizational cultures as contexts for learning to write. In Diaz, Patrick X., and Anthony Paré (Eds.) Transitions: Writing in Academic and Workplace Settings. Cresskill, NJ: Hampton. (pharmaceuticals company)

MacKinnon, J. (1993). Becoming a rhetor: Developing writing ability in a mature, writing-intensive organization. In Writing in the Workplace: New Research Perspectives. Ed. Rachel Spilka. Carbondale: Southern Illinois U P, 1993. 41-55. (banking)

Medway, P. (forthcoming). Writing and design in architectural education. In Diaz, Patrick X., and Anthony Paré (Eds.) Transitions: Writing in Academic and Workplace Settings. Cresskill, NJ: Hampton. (architecture)

*Paré, A. (forthcoming). Writing as a way into social work: Genre sets, genre systems, and distributed cognition. In Diaz, Patrick X., and Anthony Paré (Eds.) Transitions: Writing in Academic and Workplace Settings. Cresskill, NJ: Hampton. (social work)

*Paré, Anthony. "Discourse Regulations and the Production of Knowledge." In Writing in the Workplace: New Research Perspectives. Ed. Rachel Spilka. Carbondale: Southern Illinois U P, 1993. 111-123. (social work)

*Schryer, C. F. (1994). The lab vs. the clinic: Sites of competing genres. In Freedman & Medway, eds. Genre and the new rhetoric. 105-124. (veterinary medicine)

*Schryer, C. G. (1993). Records as genre. Written Communication, 10, pp. 200-34. (veterinary medicine)

Smart, G. (forthcoming). Reinventing expertise: Experienced writers in the workplace encounter a new genre. In Diaz, Patrick X., and Anthony Paré (Eds.) Transitions: Writing in Academic and Workplace Settings. Cresskill, NJ: Hampton. (Canadian federal reserve board—banking)

Winsor, D. (1990a). How companies affect the writing of young engineers: Two case studies. IEEE Transactions on professional communication, 33, 124-129. (engineering)

Winsor, D. (1990b). Joining the engineering community: How do novices write to learn like engineers? Technical Communication, 37, 171-17?2.

Winsor, D. (1990b). Joining the engineering community: How do novices write to learn like engineers? Technical Communication, 37, 171-17?2. (engineering)

Winsor, D. (1990a). How companites affect the writing of young engineers: Two case studies. IEEE Transactions on professional communication, 33, 124-129.

*Winsor, D. (1996). Writing Like an Engineer. Erlbaum. Longitudinal study of 4 engineers, undergrad through first years on the job.

5.6. Not read yet (or placed)

5.7. Other acquisition/socialization articles/theory

Becker, H.S., Geer, B., Hughes, E.C., & Strauss, A. L. (1961) Boys in white: Student culture in medical school. Chicago: U of Chicago Press.

Carter, Michael. The Idea of Expertise: An Exploration of Cognitive and Social Dimensions of Writing." CCC 41 (1990): 265-86. Kaufer and Young critique this.

Farr, Marcia (1993) Essayist literacy and other verbal performances. WC 8, 4-38. Review of linguistic research on academic literacy. Haas rec 45.

Gutierrez, Chris.

Herndl, C. (1993). Teaching discourse and reproducing culture: A critique of research and pedagogy in professional and non-academic writing. College Composition and Communcation 44, 349-63.

Kaufer, David, and Richard Young. "Writing in the Content Areas." Theory and Practice in the Teaching of Writing: Rethinking the Discipline. Ed. Lee Odell. Carbondale: SIU P, 1993. 71-104.

Kirscht, J., Levine, R, & Reiff, J. (1994). Evolving paradigms: WAC and the rhetoric of inquiry. College Composition and Communicaiton, 45, 369-380.

Mosenthal, P. (1983). On defining writing and classroom writing competence. In P. Mosenthal, L. Tamor, & S. Walmsley (Eds.) Research on Writing (pp. 26-74). New York: Longman.. Prior 91 p. 274. Can't be defined without knowing the instructor's ideology, goals, class structure, etc.

Reither, James. (1985). "Writing and knowing: Toward redefining the writing process. CE 47, 620-29 Gotta be immersed in the community to learn to write in it. Roland quotes him a lot p. 145. Students' wriiting is inextricably tied to their positions and prior experiences in multiple social contexts. Chou 350

Raeither, J. (1993). Bridging the gap: Scenic motives for collaborative writing in workplace and school. In Writing in the Workplace: New Research Perspectives. Ed. Rachel Spilka. Carbondale: Southern Illinois U P, 1993. 141-152.

Schumacher, Gary M., and Jane Gradwohl Nash. "Conceptualizeing and Measuring Knowledge Change Due to Writing." Research in the Teaching of English 25 (1991): 67-96.

Spiro, R. J., Vispoel, W. L., Schmitz, J. g., Samarapungavan, A., & Boerger, A. E. (1987). Knowledge acquisition for application: Cognitive flexibility and transfer in complex content domains. In B. K. Britton & S. M. Glynn (Eds.), Executive control processes in reading (pp. 177-199). Hillsdale, NJ: Lawrence Erlbaum. GOOD EXPERTISE AND TRANSFER REVIEW. USE IN THAT SECTION.

6. DISCIPLINARY/PROFESSIONAL PRACTICES To Index

7. STUDIES OF KNOWLEDGE MAKING IN SCIENCE & HUMANITIES: SOCIOLOGY, SOCIO-LINGUISTICS, SSK To Index

8. WAC PROGRAMS, THEORY, AND PRACTICE To Index

9. LITERACY, SCHOOLING, and ASSESSMENT

10. COGNITIVE PSYCHOLOGY To Index