The Art And Craft Of Text Incorporation

Overview

While many scholars agree that reading is essential for students to develop complex writing and thinking skills (Joseph Harris, Gerald Graff and Cathy Birkenstein) and that knowledge of language use is important (Martha Kolln, Susan Peck MacDonald), current scholarship has not brought together these concerns. Academic work requires reading and writing about texts, yet little research and theorizing of this fundamental act currently exist. This study seeks to fill this gap I evaluate the advice dispensed in ...
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More About This Book

Overview

While many scholars agree that reading is essential for students to develop complex writing and thinking skills (Joseph Harris, Gerald Graff and Cathy Birkenstein) and that knowledge of language use is important (Martha Kolln, Susan Peck MacDonald), current scholarship has not brought together these concerns. Academic work requires reading and writing about texts, yet little research and theorizing of this fundamental act currently exist. This study seeks to fill this gap I evaluate the advice dispensed in composition handbooks, a composition course staple, to determine the extent to which that advice correlates with composition scholar's values, and I study the language around text integration for the purposes of understanding how essayists accommodate and account for other writers at the language level. Working with essays published in Mercer Street (The Expository Writing Program at New York University's student publication), I analyze the syntax and diction essayists use to integrate direct quotes from written sources. I pay particular attention to the ways discussion, summary, and/or paraphrase show up at the sentence level in sentences that integrate direct quotes. This analysis begins to reveal the intellectual work that inheres in essayists' language choices. Composition scholars and teachers can better understand and teach text integration by better understanding the various ways that language enacts thought. By identifying how writers create seamless transitions between their own language and ideas and those of their sources, I trace the relationship between grammatical structure and conceptual work. In the process, I outline ways that instructors can teach text integration as both conceptual and structural.
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Product Details

  • ISBN-13: 9781243515551
  • Publisher: BiblioLabsII
  • Publication date: 9/2/2011
  • Pages: 246
  • Product dimensions: 7.44 (w) x 9.69 (h) x 0.52 (d)

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