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Stance and Reader Positioning in Upp...

Lancaster, Carlton Isaac Zak.

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Stance and Reader Positioning in Upper-Level Student Writing in Political Theory and Economics.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Stance and Reader Positioning in Upper-Level Student Writing in Political Theory and Economics./
作者:	Lancaster, Carlton Isaac Zak.
面頁冊數:	292 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
Contained By:	Dissertation Abstracts International74-02A(E).
標題:	Rhetoric. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3530770
ISBN:	9781267712202

Stance and Reader Positioning in Upper-Level Student Writing in Political Theory and Economics.
Lancaster, Carlton Isaac Zak.

Stance and Reader Positioning in Upper-Level Student Writing in Political Theory and Economics. - 292 p.

Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.

Thesis (Ph.D.)--University of Michigan, 2012.

This item must not be sold to any third party vendors.

This dissertation project examines patterns of stance in essays written by high- and low-performing students in two upper-level undergraduate courses, one in political theory and the other in economics. It employs methods of linguistic discourse analysis, drawing largely on Appraisal Theory (a subset of Systemic Functional Linguistics), in combination with methods from corpus linguistics and theoretical insights from rhetorical genre studies. It examines how recurring patterns of stance in students' essays correspond to the goals and assessment criteria for writing in the courses, as revealed through interviews with the instructors and analysis of selected course material. Through this robust set of analytic approaches, the study aims to make explicit patterns of stance in student writing that correlate with high- and low-graded essays and with the disciplinary contexts. The broader aim is to render explicit patterns of interpersonal meanings constructed in students' texts that construe such abstract qualities as critical reasoning, complexity and nuance in argumentation, and control of the discourse---features identified by the instructors as valued in student writing.

ISBN: 9781267712202Subjects--Topical Terms:

516647
Rhetoric.

Stance and Reader Positioning in Upper-Level Student Writing in Political Theory and Economics.
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245 1 0 $a Stance and Reader Positioning in Upper-Level Student Writing in Political Theory and Economics.
300 $a 292 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
500 $a Advisers: Anne Ruggles Gere; Anne L. Curzan.
502 $a Thesis (Ph.D.)--University of Michigan, 2012.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This dissertation project examines patterns of stance in essays written by high- and low-performing students in two upper-level undergraduate courses, one in political theory and the other in economics. It employs methods of linguistic discourse analysis, drawing largely on Appraisal Theory (a subset of Systemic Functional Linguistics), in combination with methods from corpus linguistics and theoretical insights from rhetorical genre studies. It examines how recurring patterns of stance in students' essays correspond to the goals and assessment criteria for writing in the courses, as revealed through interviews with the instructors and analysis of selected course material. Through this robust set of analytic approaches, the study aims to make explicit patterns of stance in student writing that correlate with high- and low-graded essays and with the disciplinary contexts. The broader aim is to render explicit patterns of interpersonal meanings constructed in students' texts that construe such abstract qualities as critical reasoning, complexity and nuance in argumentation, and control of the discourse---features identified by the instructors as valued in student writing.
520 $a The study contributes to the field of composition and rhetoric by pinpointing discursive resources that enable some student writers to construct more discipline-congruent styles of argumentation than others. Specific findings show that, while the two essay assignments require different ways of using language to construct valued stances, the high-performing writers in both contexts more consistently construct a "novice academic" stance while the low-performing writers more consistently construct a "student" stance. The former is marked by the rhetorical qualities of contrastiveness, dialogic control, critical distance, and discoursal alignment, or assimilation of the disciplinary discourse. In contrast, the "student" stance is marked by frequent personalizing moves, repeated references to the classroom discourse, and comparatively infrequent use of discursive resources that construe the rhetorical qualities listed above. These findings have implications for instruction in writing in the disciplines (WID) contexts, specifically in terms of how instructors can refine their metalanguage about writing for discussing stance with students explicitly and in detail.
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710 2 $a University of Michigan. $3 777416
773 0 $t Dissertation Abstracts International $g 74-02A(E).
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792 $a 2012
793 $a English
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