Academic Literacy and the Nature of Expertise

Reading, Writing, and Knowing in Academic Philosophy

Nonfiction, Reference & Language, Language Arts, Public Speaking, Rhetoric, Communication
Cover of the book Academic Literacy and the Nature of Expertise by Cheryl Geisler, Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Cheryl Geisler ISBN: 9781136690839
Publisher: Taylor and Francis Publication: November 5, 2013
Imprint: Routledge Language: English
Author: Cheryl Geisler
ISBN: 9781136690839
Publisher: Taylor and Francis
Publication: November 5, 2013
Imprint: Routledge
Language: English

The first full-length account integrating both the cognitive and sociological aspects of reading and writing in the academy, this unique volume covers educational research on reading and writing, rhetorical research on writing in the disciplines, cognitive research on expertise in ill-defined problems, and sociological and historical research on the professions.

The author produced this volume as a result of a research program aimed at understanding the relationship between two concepts -- literacy and expertise -- which traditionally have been treated as quite separate phenomena. A burgeoning literature on reading and writing in the academy has begun to indicate fairly consistent patterns in how students acquire literacy practices. This literature shows, furthermore, that what students do is quite distinct from what experts do. While many have used these results as a starting point for teaching students "how to be expert," the author has chosen instead to ask about the interrelationship between expert and novice practice, seeing them both as two sides of the same project: a cultural-historical "professionalization project" aimed at establishing and preserving the professional privilege.

The consequences of this "professionalization project" are examined using the discipline of academic philosophy as the "site" for the author's investigations. Methodologically unique, these investigations combine rhetorical analysis, protocol analysis, and the analysis of classroom discourse. The result is a complex portrait of how the participants in this humanistic discipline use their academic literacy practices to construct and reconstruct a great divide between expert and lay knowledge. This monograph thus extends our current understanding of the rhetoric of the professions and examines its implications for education.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

The first full-length account integrating both the cognitive and sociological aspects of reading and writing in the academy, this unique volume covers educational research on reading and writing, rhetorical research on writing in the disciplines, cognitive research on expertise in ill-defined problems, and sociological and historical research on the professions.

The author produced this volume as a result of a research program aimed at understanding the relationship between two concepts -- literacy and expertise -- which traditionally have been treated as quite separate phenomena. A burgeoning literature on reading and writing in the academy has begun to indicate fairly consistent patterns in how students acquire literacy practices. This literature shows, furthermore, that what students do is quite distinct from what experts do. While many have used these results as a starting point for teaching students "how to be expert," the author has chosen instead to ask about the interrelationship between expert and novice practice, seeing them both as two sides of the same project: a cultural-historical "professionalization project" aimed at establishing and preserving the professional privilege.

The consequences of this "professionalization project" are examined using the discipline of academic philosophy as the "site" for the author's investigations. Methodologically unique, these investigations combine rhetorical analysis, protocol analysis, and the analysis of classroom discourse. The result is a complex portrait of how the participants in this humanistic discipline use their academic literacy practices to construct and reconstruct a great divide between expert and lay knowledge. This monograph thus extends our current understanding of the rhetoric of the professions and examines its implications for education.

More books from Taylor and Francis

Cover of the book Unbuilt Utopian Cities 1460 to 1900: Reconstructing their Architecture and Political Philosophy by Cheryl Geisler
Cover of the book Educational Conflict and the Law (1986) by Cheryl Geisler
Cover of the book The Ethics of Whistleblowing by Cheryl Geisler
Cover of the book German Immigration and Servitude in America, 1709-1920 by Cheryl Geisler
Cover of the book Apology and Reconciliation in International Relations by Cheryl Geisler
Cover of the book The New American Politics by Cheryl Geisler
Cover of the book Beazley's Design and Detail of the Space between Buildings by Cheryl Geisler
Cover of the book Managing Technological Development by Cheryl Geisler
Cover of the book Advancing Music Education in Northern Europe by Cheryl Geisler
Cover of the book Rural Migrants in Urban China by Cheryl Geisler
Cover of the book Political Problems by Cheryl Geisler
Cover of the book Foundations of Primary Teaching by Cheryl Geisler
Cover of the book Desire by Cheryl Geisler
Cover of the book Change Management in Information Services by Cheryl Geisler
Cover of the book Music and Familiarity by Cheryl Geisler
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy