Written Communication最新文献_第9页

The Construction of Value in Science Research Articles: A Quantitative Study of Topoi Used in Introductions 科研论文的价值建构——引论中Topoi的定量研究

IF 1.9 1区文学

Written Communication Pub Date : 2021-04-01 DOI: 10.1177/0741088320983364

Michael Carter

{"title":"The Construction of Value in Science Research Articles: A Quantitative Study of Topoi Used in Introductions","authors":"Michael Carter","doi":"10.1177/0741088320983364","DOIUrl":"https://doi.org/10.1177/0741088320983364","url":null,"abstract":"Scholars in the field of writing and rhetorical studies have long been interested in professional writing and the ways in which experts frame their research for disciplinary audiences. Three decades ago, rhetoricians incorporated stasis theory into their work as a way to explore the nature of argument and persuasion in scientific discourse. However, what is missing in these general arguments based on stasis are the particular arguments in science texts aimed at persuasion. Specifically, this article analyzes arguments from the stasis of value in introductions of science research articles. This work is grounded in the Classical topoi, or topics, cataloging types of arguments and identifying seven topoi. I analyzed 60 introductions from articles in three different science journals, totaling the number of value arguments and arguments comprising the topoi. Findings yielded different proportions in types of arguments, sharp disparities among the journals, and widespread use of value arguments. The broader issue at work in this article is how scientists make a case for the importance of their research and how these findings might inform writing and argumentation in the sciences.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0741088320983364","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48673539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Acknowledgements 致谢

IF 1.9 1区文学

Written Communication Pub Date : 2021-04-01 DOI: 10.1177/07410883211001491

引用次数: 0

Another Voice in the Room: Negotiating Authority in Multidisciplinary Writing Groups 房间里的另一个声音:多学科写作小组的谈判权威

IF 1.9 1区文学

Written Communication Pub Date : 2021-04-01 DOI: 10.1177/0741088320986540

S. Wilder

{"title":"Another Voice in the Room: Negotiating Authority in Multidisciplinary Writing Groups","authors":"S. Wilder","doi":"10.1177/0741088320986540","DOIUrl":"https://doi.org/10.1177/0741088320986540","url":null,"abstract":"Scholarship has shown that writing groups are important sites of authority negotiation for student writers, yet little empirical research has examined how groups negotiate authority through conversation or how these negotiations influence students’ developing expertise. Drawing on observations and interviews of an undergraduate thesis and a graduate dissertation writing group, I use the concept of “presentification” to analyze conversational moments in which group members referenced advisors, “making present” advisor authority to influence group collaborations. Specifically, I analyze these moments to show how writing groups can serve as low-stakes communities in which students negotiate their emerging sense of authority. I found that whereas less experienced writers looked to advisors to solve writing problems and used advisor authority to stand in for disciplinary expertise, more experienced writers voiced advisor guidance to help pose writing problems and negotiate their own stance as disciplinary experts. This study thus theorizes one process through which student writers negotiate emerging authority across sites of literate practice and in collaboration with others who may not themselves be members of the same disciplinary community.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0741088320986540","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48100501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Searching for Metacognitive Generalities: Areas of Convergence in Learning to Write for Publication Across Doctoral Students in Science and Engineering 寻找元认知共性：理工科博士生写作出版学习的趋同领域

IF 1.9 1区文学

Written Communication Pub Date : 2021-01-11 DOI: 10.1177/0741088320984796

Raffaella Negretti

{"title":"Searching for Metacognitive Generalities: Areas of Convergence in Learning to Write for Publication Across Doctoral Students in Science and Engineering","authors":"Raffaella Negretti","doi":"10.1177/0741088320984796","DOIUrl":"https://doi.org/10.1177/0741088320984796","url":null,"abstract":"What aspects of writing are doctoral students metacognitive about when they write research articles for publication? Contributing to the recent conversation about metacognition in genre pedagogy, this study adopts a qualitative approach to illustrate what students have in common, across disciplines and levels of expertise, and the dynamic interplay of genre knowledge and metacognition in learning to write for research. 24 doctoral students in STEM (science, technology, engineering, and mathematics) were recruited from subsequent runs of a genre-based writing course and were interviewed within a 2-year period when they submitted an article for publication, 3 to 11 months after course completion. Over time and across disciplines, doctoral students’ metacognition converges on four main themes: genre analysis as a “tool” to read and write, audience and the readers’ mind, rhetorical strategies, and the writing process. Furthermore, these themes are extensively combined in the students’ thinking, confirming conceptualizations of expertise as an integration of knowledge types. Metacognition of these themes invoked increased perceived confidence and control over writing, suggesting key areas where metacognitive intervention may be promising.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0741088320984796","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44928490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Writing With Data: A Study of Coding on a Data-Journalism Team 用数据写作：数据新闻团队的编码研究

IF 1.9 1区文学

Written Communication Pub Date : 2020-11-11 DOI: 10.1177/0741088320968061

Chris Lindgren

引用次数: 3

Scanning as a Rhetorical Activity: Reporting Histories of Ether Experiments in the Johns Hopkins University Physical Seminary (1892–1913) 扫描作为一种修辞活动:约翰霍普金斯大学物理学院以太实验的历史报告(1892-1913)

IF 1.9 1区文学

Written Communication Pub Date : 2020-11-06 DOI: 10.1177/0741088320964265

Gabriel Cutrufello

{"title":"Scanning as a Rhetorical Activity: Reporting Histories of Ether Experiments in the Johns Hopkins University Physical Seminary (1892–1913)","authors":"Gabriel Cutrufello","doi":"10.1177/0741088320964265","DOIUrl":"https://doi.org/10.1177/0741088320964265","url":null,"abstract":"This article reports on a study that examined papers written by graduate students in the Physical Seminary course at Johns Hopkins University (1892–1913) to investigate how students reused various visuals of the interferometer to construct narratives of late-19th-century Ether research. Their representations of the interferometer focused on the mechanics of the devices by constructing a series of textual-visual relationships, requiring that the reader scan back and forth between the written text and the accompanying visual. These multimodal texts demonstrate how the students used writing activities to create a narrative of equipment development, which highlighted the centrality of trained vision in enculturating graduate students into disciplinary writing practices in the late 19th century. Through an analysis of the specific interactions and the network of visuals the students used to reconstruct a history of Ether investigation, scholars of writing and rhetoric can see how important inclusion of equipment and its detailed discussion was to graduate writing and disciplinary enculturation in the sciences.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0741088320964265","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42097546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Helping Me Learn New Things Every Day”: The Power of Community College Students’ Writing Across Genres “每天帮我学新东西”:社区大学生跨体魄写作的力量

IF 1.9 1区文学

Written Communication Pub Date : 2020-10-16 DOI: 10.1177/0741088320964766

Tanzina Ahmed

{"title":"“Helping Me Learn New Things Every Day”: The Power of Community College Students’ Writing Across Genres","authors":"Tanzina Ahmed","doi":"10.1177/0741088320964766","DOIUrl":"https://doi.org/10.1177/0741088320964766","url":null,"abstract":"Although community colleges are important entry points into higher education for many American students, few studies have investigated how community college students engage with different genres or develop genre knowledge. Even fewer have connected students’ genre knowledge to their academic performance. The present article discusses how 104 ethnically, culturally, and linguistically diverse students reported on classroom genre experiences and wrote stories about college across three narrative genres (Letter, Best Experience, Worst Experience). Findings suggest that students’ engagement with classroom genres in community college helped them develop rhetorical reading and writing skills. When students wrote about their college lives across narrative genres, they reflected on higher education in varied ways to achieve differing sociocultural goals with distinct audiences. Finally, students’ experience with classroom and narrative genres predicted their GPA, implying that students’ genre knowledge signals and influences their academic success. These findings demonstrate how diverse students attending community college can use genres as resources to further their social and academic development.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0741088320964766","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43559121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Opioid Epidemic and the Pursuit of Moral Medicine: A Computational-Rhetorical Analysis 阿片类药物流行与道德医学的追求——一种计算修辞分析

IF 1.9 1区文学

Written Communication Pub Date : 2020-07-29 DOI: 10.1177/0741088320944918

S. Graham

引用次数: 4

Time, the Written Record, and Professional Practice: The Case of Contemporary Social Work 时间、文字记录与职业实践——以当代社会工作为例

IF 1.9 1区文学

Written Communication Pub Date : 2020-07-25 DOI: 10.1177/0741088320938804

T. Lillis, Maria Leedham, A. Twiner

引用次数: 10

How to Build a Supercomputer: U.S. Research Infrastructure and the Documents That Mitigate the Uncertainties of Big Science 如何建造超级计算机:美国研究基础设施和减轻大科学不确定性的文件

IF 1.9 1区文学

Written Communication Pub Date : 2020-07-13 DOI: 10.1177/0741088320939541

S. Read

引用次数: 7