Negotiating between past and present discourse values in a postgraduate law course: implications for writing

 

Show simple item record

dc.contributor.author Bangeni, Bongi en_ZA
dc.date.accessioned 2014-11-29T17:25:00Z
dc.date.available 2014-11-29T17:25:00Z
dc.date.issued 2009 en_ZA
dc.identifier.citation Bangeni, B. 2009. Negotiating between past and present discourse values in a postgraduate law course: implications for writing. Southern African Linguistics and Applied Language Studies. en_ZA
dc.identifier.issn 1727-9461 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/9814
dc.description This is an Accepted Manuscript of an article published by Taylor & Francis in Southern African Linguistics and Applied Language Studies on 12 Nov 2009, available online: http://www.tandfonline.com/10.2989/SALALS.2009.27.1.6.754. en_ZA
dc.description.abstract This article reports on some of the findings from a year-long qualitative case study which explores the transition experiences of seven ESL students from the Humanities into postgraduate studies located in the Law and Commerce faculties at a historically white university. Here I focus on two of the students who were registered for honours in Criminology and explore the ways in which undergraduate discourse values manifest in their writing. Focusing on one course, Criminal Law, and within that the legal problem question answer (PQA) genre, I draw on Toulmin's (1958) model of argumentation to investigate how the students established links between warrants and claims in adapting to the genre conventions and modes of argument construction within their new discipline. The data reflect that, in addition to struggles around form, the challenges encountered by the students can be attributed broadly to a tension between their embodied habitus and the epistemological characteristics of the new discipline. One manifestation of this is in their challenges with negotiating the communicative purposes of the PQA where they explore available spaces for Social Science oriented reasoning in a genre shaped by 'objective' tests and legal principles. The findings underscore the importance of actively engaging students on how their prior literacies impact on the process of negotiating the intellectual and cultural demands of specialised genres at postgraduate level. en_ZA
dc.language.iso eng en_ZA
dc.publisher Taylor & Francis en_ZA
dc.source Southern African Linguistics and Applied Language Studies en_ZA
dc.source.uri http://www.tandfonline.com/10.2989/SALALS.2009.27.1.6.754. en_ZA
dc.title Negotiating between past and present discourse values in a postgraduate law course: implications for writing en_ZA
dc.type Journal Article en_ZA
uct.type.publication Research en_ZA
uct.type.resource Postprint en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Centre for Higher Education Development en_ZA
dc.publisher.department Academic Development Programme (ADP) en_ZA
uct.type.filetype Text
uct.type.filetype Image


Files in this item

This item appears in the following Collection(s)

Show simple item record