Academic Literacy and the Nature of Expertise: Reading, Writing, and Knowing in Academic Philosophy [NOOK Book]

Overview

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 ...

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Academic Literacy and the Nature of Expertise: Reading, Writing, and Knowing in Academic Philosophy

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Overview

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.

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Product Details

  • ISBN-13: 9781136690839
  • Publisher: Taylor & Francis
  • Publication date: 11/5/2013
  • Sold by: Barnes & Noble
  • Format: eBook
  • Pages: 376
  • File size: 6 MB

Table of Contents

Preface
1 Literacy Among Experts in the Academy: The Academic Professions 3
2 Literacy Among Novices in the Academy: Students in School 28
3 Expertise as Cognitive Abstraction 53
4 Expertise as Professionalized Knowledge 67
5 Literacy and the Nature of Expertise 81
6 Observing Writers with Protocol Data 99
7 Modeling Writing as Activity 112
8 Design and Analytic Framework for These Studies 127
9 The Genre of the Philosophic Essay: Transforming Readers' Experience 140
10 Composing the Philosophic Essay: Transforming Everyday Conversation 168
11 Representing Philosophical Ethics: Transforming Everyday Narrative 185
12 At the Boundaries of Expertise: Transforming Apprenticeship in an Instructional Situation 210
13 Reflecting on Academic Literacy 235
14 Reforming Academic Literacy 250
Appendix A. Chronological Bibliography of the Cognitive Process Tradition 256
Appendix B. Directions for "Thinking-Aloud" Protocols 260
Appendix C. Interview Guide for Experts and Novices 262
Appendix D. Interview Guide for the Teacher 263
Appendix E. Interview Guide for the Students 264
Appendix F. The Career of William James 266
Appendix G. Participants' Final Texts 271
Appendix H. Rules for the Analysis of Text Structure 295
Appendix I. Chronological Listing of Participants' Narratives 296
Appendix J. Rules for Aggregating Conversational Interchanges 314
Appendix K. Coding the World of Discourse 316
Appendix L. Week-by-Week Analysis of the Class 318
References 327
Author Index 343
Subject Index 349
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