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

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dc.contributor.authorPaxton, Moraghen_ZA
dc.date.accessioned2014-11-29T17:25:18Z
dc.date.available2014-11-29T17:25:18Z
dc.date.issued2007en_ZA
dc.descriptionThis 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.en_ZA
dc.description.abstractThis 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.en_ZA
dc.identifier.apacitationPaxton, M. (2007). Tensions between textbook pedagogy and the literacy practices of the disciplinary community: a study of writing in first year economics. <i>Journal of English for Academic Purposes</i>, http://hdl.handle.net/11427/9827en_ZA
dc.identifier.chicagocitationPaxton, Moragh "Tensions between textbook pedagogy and the literacy practices of the disciplinary community: a study of writing in first year economics." <i>Journal of English for Academic Purposes</i> (2007) http://hdl.handle.net/11427/9827en_ZA
dc.identifier.citationPaxton, M. 2007. Tensions between textbook pedagogy and the literacy practices of the disciplinary community: a study of writing in first year economics. Journal of English for Academic Purposes.en_ZA
dc.identifier.issn1475-1585en_ZA
dc.identifier.ris TY - Journal Article AU - Paxton, Moragh AB - 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. DA - 2007 DB - OpenUCT DP - University of Cape Town J1 - Journal of English for Academic Purposes KW - textbook KW - economics KW - academic literacy KW - plagiarism KW - English for academic purposes KW - academic writing LK - https://open.uct.ac.za PB - University of Cape Town PY - 2007 SM - 1475-1585 T1 - Tensions between textbook pedagogy and the literacy practices of the disciplinary community: a study of writing in first year economics TI - Tensions between textbook pedagogy and the literacy practices of the disciplinary community: a study of writing in first year economics UR - http://hdl.handle.net/11427/9827 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9827
dc.identifier.vancouvercitationPaxton M. Tensions between textbook pedagogy and the literacy practices of the disciplinary community: a study of writing in first year economics. Journal of English for Academic Purposes. 2007; http://hdl.handle.net/11427/9827.en_ZA
dc.language.isoengen_ZA
dc.publisherElsevier Ldten_ZA
dc.publisher.departmentAcademic Development Programme (ADP)en_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceJournal of English for Academic Purposesen_ZA
dc.source.urihttp://dx.doi.org/10.1016/j.jeap.2007.04.003en_ZA
dc.subjecttextbooken_ZA
dc.subjecteconomicsen_ZA
dc.subjectacademic literacyen_ZA
dc.subjectplagiarismen_ZA
dc.subjectEnglish for academic purposesen_ZA
dc.subjectacademic writingen_ZA
dc.titleTensions between textbook pedagogy and the literacy practices of the disciplinary community: a study of writing in first year economicsen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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