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首页> 外文学位 >The writing dance: A functionalistic inquiry into the role of writing in the enculturation processes of four first-year doctoral students in a summer intensive program in rhetoric and linguistics.
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The writing dance: A functionalistic inquiry into the role of writing in the enculturation processes of four first-year doctoral students in a summer intensive program in rhetoric and linguistics.

机译：写作舞蹈：一个功能主义的研究，探讨了在暑期修辞和语言学强化课程中，四名一年级博士生在写作过程中的角色。

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摘要

In the field of composition, the notion of disciplinary enculturation has focused on the role that writing plays in the enculturation process. Functionalistic studies of writing, however, have not focused on doctoral students. This study redresses the balance by focusing on the functions of writing of four PhD students in their first summer semester of doctoral studies. The research investigates Jolliffe's (1984) claim that functions of writing in a discipline are dependent upon systemic elements. Kuhn's and Toulmin's theoretical frameworks for enculturation are adopted and assessed for applicability to this beginning stage of enculturation for doctoral students in Westland University's Rhetoric and Linguistics program.;The research method was inductive analysis through the triangulation of data. Inferences were drawn from thematic matrices taken from the coded data. A model was formed of the functions of writing in this enculturation environment.;Writing functions emerged, in a principled yet creative way, from complex negotiations involving systemic and non-systemic elements. Functions of writing were not solely dependent upon systemic elements, but upon negotiations, in which non-systemic elements often dominated. Writing resembled a dance, taking place with a set choreography, dancers, and a stage. Writing did not occur on all stages, and if the venue was "wrong," the performance could be cancelled. The participants's own paradigms for learning and enculturation formed a personal ecological paradigm that governed all negotiation processes and controlled the choreography for the writing dance.;Conflicts among systemic and non-systemic elements produced functions of writing perceived by the participants as negative. Since enculturation is a pedagogic process, perceived negative functions of writing can be replaced via creative syllabi in which participants develop their own positive functions of writing, thus enabling the system's philosophy of writing to be fulfilled in individualized ways.;Kuhn's and Toulmin's models of enculturation were too powerful to account for the participants' enculturation at this first-semester doctoral level.
机译：在作文领域，学科培养的概念集中于写作在培养过程中的作用。然而，写作的功能主义研究并未集中于博士生。这项研究通过着重研究四位博士生在其博士学期的第一学期的写作功能来弥补这一平衡。该研究调查了Jolliffe（1984）的论点，即在一门学科中写作的功能取决于系统性要素。采用了库恩（Kuhn）和图尔敏（Toulmin）的文化理论框架，并评估了其在西兰德大学修辞学和语言学课程中对博士生的这一开始教育阶段的适用性。研究方法是通过数据三角剖分进行归纳分析。从编码数据中提取的主题矩阵得出推论。这种文化环境下的写作功能形成了一个模型。写作功能以有原则但又有创造力的方式，从涉及系统性和非系统性元素的复杂谈判中产生。写作的功能不仅取决于系统性因素，还取决于谈判，非系统性因素通常在谈判中占主导地位。写作类似于舞蹈，由固定的编舞，舞者和舞台组成。并非在所有阶段都进行写作，如果场地“不正确”，则可以取消演出。参与者自己的学习和文化范式形成了一种个人生态范式，该范式支配着所有谈判过程并控制着写作舞蹈的编排。系统性和非系统性元素之间的冲突产生了写作功能，参与者认为这是消极的。由于文化修养是一个教学过程，因此可以通过创造性的教学大纲来代替感知的写作负面功能，在这种教学中，参与者可以发挥自己的积极写作功能，从而使系统的写作哲学能够以个性化的方式得以实现。；库恩和图尔明的文化修养模式太强大了，无法解释这个第一学期博士课程的参与者的学历。

著录项

  • 作者

    Smith, Alvin Hugh Field.;

  • 作者单位

    Indiana University of Pennsylvania.;

  • 授予单位 Indiana University of Pennsylvania.;
  • 学科 Education Higher.;Education Curriculum and Instruction.;Education Teacher Training.
  • 学位 Ph.D.
  • 年度 1994
  • 页码 452 p.
  • 总页数 452
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 宗教;
  • 关键词

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