Tensions between textbook pedagogy and the literacy practices of the disciplinary community: a study of writing in first year economics

Paxton, Moragh

Tensions between textbook pedagogy and the literacy practices of the disciplinary community: a study of writing in first year economics

Journal Article

2007

Journal Title

Journal of English for Academic Purposes

Link to Journal

http://dx.doi.org/10.1016/j.jeap.2007.04.003

Publisher

Elsevier Ldt

Publisher

University of Cape Town

Department

Academic Development Programme (ADP)

Faculty

Centre for Higher Education Development

Abstract

This paper describes aspects of a research project which used linguistic and intertextual analysis of student writing to investigate the relationship between the academic curriculum and student voice in a first year economics course at a South African university. I argue that the discourses and practices of first year university economics textbooks provide a model of literacy practices which contradict many of the literacy practices of the discipline of economics. The first year economics textbook in particular, rather than exposing students to a variety of arguments and encouraging the development of critical reading skills appropriate for academic contexts, tends to be single voiced. This gives the impression of consensus in the discipline and it may encourage rote learning and plagiarism. This argument is supported with data from a research project.

Description

This is the author's version of a work that was accepted for publication in Journal of English for Academic Purposes. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of English for Academic Purposes, Volume 6, 2007. DOI: 10.1016/j.jeap.2007.04.003.