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 Resisting Financialization with Deleuze and Guattari by Cheryl Geisler
Cover of the book State, Policy and Conflicts in Northeast India by Cheryl Geisler
Cover of the book Japan's Security Relations with China since 1989 by Cheryl Geisler
Cover of the book An Illustrated History of British Theatre and Performance by Cheryl Geisler
Cover of the book Cyberhenge by Cheryl Geisler
Cover of the book A Student's Guide to Studying Psychology by Cheryl Geisler
Cover of the book Atlas of Industrializing Britain, 1780-1914 by Cheryl Geisler
Cover of the book Ligeti's Laments: Nostalgia, Exoticism, and the Absolute by Cheryl Geisler
Cover of the book Why Are Our Pictures Puzzles? by Cheryl Geisler
Cover of the book Problematizing Public Pedagogy by Cheryl Geisler
Cover of the book Modern Times by Cheryl Geisler
Cover of the book The Catholic Imaginary and the Cults of Elizabeth, 1558–1582 by Cheryl Geisler
Cover of the book Music, Space and Place by Cheryl Geisler
Cover of the book German Industry and German Industrialisation by Cheryl Geisler
Cover of the book Unfinished Places: The Politics of (Re)making Cairo’s Old Quarters 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