Voices in discourse: Re-thinking shared meaning in academic writing

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dc.contributor.authorThesen, Luciaen_ZA
dc.date.accessioned2014-10-01T08:08:52Z
dc.date.available2014-10-01T08:08:52Z
dc.date.issued1994en_ZA
dc.description.abstractAs a teacher of academic literacy, the researcher is involved in initiating non-traditional students into academic language practices--the academic 'conversation'. This study approaches mediation in a way that takes student diversity into account. This is done through an exploration of the relationship between the biographies of speakers of English as an additional language and their experience of writing academic essays in the faculties of Arts and Social Science at the University of Cape Town. In order to explore this relationship, the research draws on ethnographic methodology, and takes place in different locations. The first is in the curriculum in the form of a discourse analysis of an assignment which required personal writing in an introductory course to English I. The focus is on meaning exchange in context (discourse). The second involves biographical interviews with 13 students on the same course. Here the focus is on the transitions in their lives, and on their views on academic writing and identity. The emphasis is on the voice of the individual. The third area involves bringing voice and discourse together in interviews with three students about their assignments on the introductory course. Students were asked about the influences visible in the linguistic surface of their writing. The study concludes that if the academic conversation is to be open to a full exchange of meaning which includes the participation of voices traditionally excluded, there need to be new ways of thinking about discourse while emphasising the importance of voice and agency. The consequences of this are examined in three areas: a) research, b) research-as-curriculum and c) curriculum in the areas of task design, referencing and evaluation.en_ZA
dc.identifier.apacitationThesen, L. (1994). <i>Voices in discourse: Re-thinking shared meaning in academic writing</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/7871en_ZA
dc.identifier.chicagocitationThesen, Lucia. <i>"Voices in discourse: Re-thinking shared meaning in academic writing."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1994. http://hdl.handle.net/11427/7871en_ZA
dc.identifier.citationThesen, L. 1994. Voices in discourse: Re-thinking shared meaning in academic writing. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Thesen, Lucia AB - As a teacher of academic literacy, the researcher is involved in initiating non-traditional students into academic language practices--the academic 'conversation'. This study approaches mediation in a way that takes student diversity into account. This is done through an exploration of the relationship between the biographies of speakers of English as an additional language and their experience of writing academic essays in the faculties of Arts and Social Science at the University of Cape Town. In order to explore this relationship, the research draws on ethnographic methodology, and takes place in different locations. The first is in the curriculum in the form of a discourse analysis of an assignment which required personal writing in an introductory course to English I. The focus is on meaning exchange in context (discourse). The second involves biographical interviews with 13 students on the same course. Here the focus is on the transitions in their lives, and on their views on academic writing and identity. The emphasis is on the voice of the individual. The third area involves bringing voice and discourse together in interviews with three students about their assignments on the introductory course. Students were asked about the influences visible in the linguistic surface of their writing. The study concludes that if the academic conversation is to be open to a full exchange of meaning which includes the participation of voices traditionally excluded, there need to be new ways of thinking about discourse while emphasising the importance of voice and agency. The consequences of this are examined in three areas: a) research, b) research-as-curriculum and c) curriculum in the areas of task design, referencing and evaluation. DA - 1994 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1994 T1 - Voices in discourse: Re-thinking shared meaning in academic writing TI - Voices in discourse: Re-thinking shared meaning in academic writing UR - http://hdl.handle.net/11427/7871 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/7871
dc.identifier.vancouvercitationThesen L. Voices in discourse: Re-thinking shared meaning in academic writing. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1994 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/7871en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherApplied Language Studiesen_ZA
dc.titleVoices in discourse: Re-thinking shared meaning in academic writingen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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