Academic Literacy and the Nature of Expertise: Reading, Writing, and Knowing in Academic Philosophy
The first full-length account integrating both the cognitive and sociological aspects of reading and writing in the academy, this unique volume covers educational research on reading and writing, rhetorical research on writing in the disciplines, cognitive research on expertise in ill-defined problems, and sociological and historical research on the professions.
The author produced this volume as a result of a research program aimed at understanding the relationship between two concepts -- literacy and expertise -- which traditionally have been treated as quite separate phenomena. A burgeoning literature on reading and writing in the academy has begun to indicate fairly consistent patterns in how students acquire literacy practices. This literature shows, furthermore, that what students do is quite distinct from what experts do. While many have used these results as a starting point for teaching students "how to be expert," the author has chosen instead to ask about the interrelationship between expert and novice practice, seeing them both as two sides of the same project: a cultural-historical "professionalization project" aimed at establishing and preserving the professional privilege.
The consequences of this "professionalization project" are examined using the discipline of academic philosophy as the "site" for the author's investigations. Methodologically unique, these investigations combine rhetorical analysis, protocol analysis, and the analysis of classroom discourse. The result is a complex portrait of how the participants in this humanistic discipline use their academic literacy practices to construct and reconstruct a great divide between expert and lay knowledge. This monograph thus extends our current understanding of the rhetoric of the professions and examines its implications for education.
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Discourse and Knowledge in the Sciences
Reading in the Sciences
Writing in the Schools
Literacy and Learning at Crossed Purposes in the Schools
Expertise as Professionalized Knowledge
Literacy and the Nature of Expertise
STUDYING SPACE AND TIME
Modeling Writing as Activity
Jeffs Use of Narrative 790
Leslies Use of Narrative 799
Cultural Slippage and the Professionalization of Self
The Classroom Situation
The Tacit Integration of Academic Expertise
Reflecting on Academic Literacy
Reforming Academic Literacy
Interview Guide for the Teacher
STUDIES AT A SINGLE SITE
Comparison with Historical Forms 756
The Social and Historical Character
The Knowledge Representations 772
Conversation and Socially Configured Representations 779
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