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"Crossing the lines" in academic dis...

Forssman Hill, Deborah L.

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"Crossing the lines" in academic discourse: The transforming and transformative voices of three women in composition studies (Lillian Bridwell-Bowles, Wendy Bishop, Nancy Sommers).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"Crossing the lines" in academic discourse: The transforming and transformative voices of three women in composition studies (Lillian Bridwell-Bowles, Wendy Bishop, Nancy Sommers)./
作者:	Forssman Hill, Deborah L.
面頁冊數:	173 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2187.
Contained By:	Dissertation Abstracts International65-06A.
標題:	Language, Rhetoric and Composition. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3137697
ISBN:	9780496848683

"Crossing the lines" in academic discourse: The transforming and transformative voices of three women in composition studies (Lillian Bridwell-Bowles, Wendy Bishop, Nancy Sommers).
Forssman Hill, Deborah L.

"Crossing the lines" in academic discourse: The transforming and transformative voices of three women in composition studies (Lillian Bridwell-Bowles, Wendy Bishop, Nancy Sommers). - 173 p.

Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2187.

Thesis (Ph.D.)--University of Missouri - Columbia, 2004.

"'Crossing the Lines' in Academic Discourse" studies how contemporary academic women challenge the conventions and values of traditional academic discourse throughout their careers. Composition studies has been especially attentive to these discursive challenges, but most of this scholarship has been conducted through interviews or has been related through personal narratives. Thus, little attention has been given to the actual written discourse of these women, including the process of transformation, a process that continues to take place over the entire course of a career. By examining the body of work by three women in composition studies, this study pursues two primary objectives: (1) to provide a better understanding of these transformations of academic discourse and (2) to elaborate the pedagogical implications of such transformations for the teaching of composition.

ISBN: 9780496848683Subjects--Topical Terms:

1019205
Language, Rhetoric and Composition.

"Crossing the lines" in academic discourse: The transforming and transformative voices of three women in composition studies (Lillian Bridwell-Bowles, Wendy Bishop, Nancy Sommers).
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245 1 0 $a "Crossing the lines" in academic discourse: The transforming and transformative voices of three women in composition studies (Lillian Bridwell-Bowles, Wendy Bishop, Nancy Sommers).
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520 $a "'Crossing the Lines' in Academic Discourse" studies how contemporary academic women challenge the conventions and values of traditional academic discourse throughout their careers. Composition studies has been especially attentive to these discursive challenges, but most of this scholarship has been conducted through interviews or has been related through personal narratives. Thus, little attention has been given to the actual written discourse of these women, including the process of transformation, a process that continues to take place over the entire course of a career. By examining the body of work by three women in composition studies, this study pursues two primary objectives: (1) to provide a better understanding of these transformations of academic discourse and (2) to elaborate the pedagogical implications of such transformations for the teaching of composition.
520 $a First, I provide a theoretical and historical discussion of voice in composition studies in order to provide an over-arching focus for locating the changes in the women's writing. Then, through stylistic and discursive analysis, I trace the voice development of three women in composition studies by studying every publication produced throughout each of their careers. The three compositionists studied are Nancy Sommers, Lillian Bridwell-Bowles, and Wendy Bishop. These women "cross the lines" between the personal and the academic, the experimental and the conventional, and the creative and the scholarly to challenge, particularly, the notion that an academic voice is only something acquired and not continuously developed. I conclude from my analysis that the three women's academic voices are continually transformed over their careers, a type of development that reinvigorates the concept of "writing as a process" in composition studies. For these women, to transform as a writer is to move through a process first of imitation in an apprenticeship and mastery mode and then on to becoming an agent of change---a creative academic writer who develops her own interests and critiques options. I suspect that this similar pattern among the three compositionists' process of voice development indicates a transformation process common in general among women academic writers---a hypothesis that needs further study. Finally, I discuss the study's implications for teaching. These implications suggest the need to make students more aware of the voice transformation process, especially to assist them in viewing voice as a work in progress and in realizing the dissonant dynamics of their own evolving writing lives.
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