Student Writing

Access, Regulation, Desire

Nonfiction, Reference & Language, Language Arts, Literacy, Linguistics
Cover of the book Student Writing by Theresa M. Lillis, Taylor and Francis
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Author: Theresa M. Lillis ISBN: 9781134586561
Publisher: Taylor and Francis Publication: January 4, 2002
Imprint: Routledge Language: English
Author: Theresa M. Lillis
ISBN: 9781134586561
Publisher: Taylor and Francis
Publication: January 4, 2002
Imprint: Routledge
Language: English

Student Writing presents an accessible and thought-provoking study of academic writing practices. Informed by 'composition' research from the US and 'academic literacies studies' from the UK, the book challenges current official discourse on writing as a 'skill'. Lillis argues for an approach which sees student writing as social practice.
The book draws extensively on a three-year study with ten non-traditional students in higher education and their experience of academic writing. Using case study material - including literacy history interviews, extended discussions with students about their writing of discipline specific essays, and extracts from essays - Lillis identifies the following as three significant dimensions to academic writing:

* Access to higher education and to its language and literacy representational resources
* Regulation of meaning making in academic writing
* Desire for participation in higher education and for choices over ways of meaning in academic writing.

Student Writing: access, regulation, desire raises questions about why academics write as they do, who benefits from such writing, which meanings are valued and how, on what terms 'outsiders' get to be 'insiders' and at what costs.

 

 

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

Student Writing presents an accessible and thought-provoking study of academic writing practices. Informed by 'composition' research from the US and 'academic literacies studies' from the UK, the book challenges current official discourse on writing as a 'skill'. Lillis argues for an approach which sees student writing as social practice.
The book draws extensively on a three-year study with ten non-traditional students in higher education and their experience of academic writing. Using case study material - including literacy history interviews, extended discussions with students about their writing of discipline specific essays, and extracts from essays - Lillis identifies the following as three significant dimensions to academic writing:

* Access to higher education and to its language and literacy representational resources
* Regulation of meaning making in academic writing
* Desire for participation in higher education and for choices over ways of meaning in academic writing.

Student Writing: access, regulation, desire raises questions about why academics write as they do, who benefits from such writing, which meanings are valued and how, on what terms 'outsiders' get to be 'insiders' and at what costs.

 

 

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