東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Academic discourse and cultural stud...

Lehigh University.

FindBook

Google Book

Amazon

博客來

Academic discourse and cultural studies---, connection, collision, or confusion?

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Academic discourse and cultural studies---, connection, collision, or confusion?/
作者:	Pytleski, Patricia D.
面頁冊數:	234 p.
附註:	Adviser: Edward Lotto.
Contained By:	Dissertation Abstracts International69-06A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3316882
ISBN:	9780549654643

Academic discourse and cultural studies---, connection, collision, or confusion?
Pytleski, Patricia D.

Academic discourse and cultural studies---, connection, collision, or confusion? - 234 p.

Adviser: Edward Lotto.

Thesis (Ph.D.)--Lehigh University, 2008.

Although substantial scholarship has been devoted to both academic discourse and to cultural studies, not much scholarship has been devoted to the simultaneous application of the two pedagogies in first-year composition classes and how the two practices might connect, conflict, or be confusing to students. Based on an examination of two first-year composition courses at Lehigh University in the Spring and Fall of 2006 and six individual and in-depth case studies of Lehigh University students, I argue that the contradictions between these two practices should be examined and dealt with to ensure that they can be effectively incorporated simultaneously and that the synergies between them outweigh the contradictions. I question whether the synthesis of these two practices is theoretically sound and pedagogically effective; additionally, in the course of this study, I come to realize that the inclusion of personal writing, which should be carefully defined, may help the resolve some of the conflict surrounding the simultaneous application of cultural studies and academic discourse. This study examines whether the inclusion of personal writing as a supplement to academic discourse would benefit students' writing success and also align more closely with the goals of cultural studies and also more closely with the students' postmodern identities of the self. Essential to this study and its findings is the disparity between student and instructor perceptions of academic discourse and cultural studies in the classroom (and their somewhat contrasting views on personal writing) and how these differences of interpretation, or the collision of ideas, can be remedied to promote future student understanding and success.

ISBN: 9780549654643Subjects--Topical Terms:

1018115
Education, Language and Literature.

Academic discourse and cultural studies---, connection, collision, or confusion?
LDR:02628nmm 2200289 a 45 001 885904
005 20101005
008 101005s2008 eng d
020 $a 9780549654643
035 $a (UMI)AAI3316882
035 $a AAI3316882
040 $a UMI $c UMI
100 1 $a Pytleski, Patricia D. $3 1057567
245 1 0 $a Academic discourse and cultural studies---, connection, collision, or confusion?
300 $a 234 p.
500 $a Adviser: Edward Lotto.
500 $a Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2255.
502 $a Thesis (Ph.D.)--Lehigh University, 2008.
520 $a Although substantial scholarship has been devoted to both academic discourse and to cultural studies, not much scholarship has been devoted to the simultaneous application of the two pedagogies in first-year composition classes and how the two practices might connect, conflict, or be confusing to students. Based on an examination of two first-year composition courses at Lehigh University in the Spring and Fall of 2006 and six individual and in-depth case studies of Lehigh University students, I argue that the contradictions between these two practices should be examined and dealt with to ensure that they can be effectively incorporated simultaneously and that the synergies between them outweigh the contradictions. I question whether the synthesis of these two practices is theoretically sound and pedagogically effective; additionally, in the course of this study, I come to realize that the inclusion of personal writing, which should be carefully defined, may help the resolve some of the conflict surrounding the simultaneous application of cultural studies and academic discourse. This study examines whether the inclusion of personal writing as a supplement to academic discourse would benefit students' writing success and also align more closely with the goals of cultural studies and also more closely with the students' postmodern identities of the self. Essential to this study and its findings is the disparity between student and instructor perceptions of academic discourse and cultural studies in the classroom (and their somewhat contrasting views on personal writing) and how these differences of interpretation, or the collision of ideas, can be remedied to promote future student understanding and success.
590 $a School code: 0105.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Language, Rhetoric and Composition. $3 1019205
690 $a 0279
690 $a 0534
690 $a 0681
710 2 0 $a Lehigh University. $3 515436
773 0 $t Dissertation Abstracts International $g 69-06A.
790 $a 0105
790 1 0 $a Lotto, Edward, $e advisor
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3316882