Document 2466389

PERSPECTIVES ON WRITING
Series Editors, Susan H. McLeod and Rich Rice
PERSPECTIVES ON WRITING
Series Editor, Susan H. McLeod and Rich Rice
The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in
writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and
studying writing in its various forms.
The WAC Clearinghouse and Parlor Press are collaborating so that these books will
be widely available through free digital distribution and low-cost print editions. The
publishers and the Series editor are teachers and researchers of writing, committed
to the principle that knowledge should freely circulate. We see the opportunities
that new technologies have for further democratizing knowledge. And we see that
to share the power of writing is to share the means for all to articulate their needs,
interest, and learning into the great experiment of literacy.
Recent Books in the Series
Asao B. Inoue, Antiracist Writing Assessment Ecologies: An Approach to Teaching and
Assessing Writing for a Socially Just Future (2015)
Beth L. Hewett and Kevin Eric DePew (Eds) with Elif Guler and Robbin Zeff Warner (Assistant Eds), Foundational Practices of Online Writing Instruction (2015)
Christy I. Wenger, Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy (2015)
Sarah Allen, Beyond Argument: Essaying as a Practice of (Ex)Change (2015)
Steven J. Corbett, Beyond Dichotomy: Synergizing Writing Center and Classroom
Pedagogies (2015)
Tara Roeder and Roseanne Gatto (Eds.), Critical Expressivism: Theory and Practice
in the Composition Classroom (2014)
Terry Myers Zawacki and Michelle Cox, WAC and Second-Language Writers: Research
Towards Linguistically and Culturally Inclusive Programs and Practices (2014)
Charles Bazerman, A Rhetoric of Literate Action: Literate Action Volume 1 (2013)
Charles Bazerman, A Theory of Literate Action: Literate Action Volume 2 (2013)
Katherine V. Wills and Rich Rice (Eds.), ePortfolio Performance Support Systems:
Constructing, Presenting, and Assessing Portfolios (2013)
Mike Duncan and Star Medzerian Vanguri (Eds.), The Centrality of Style (2013)
Chris Thaiss, Gerd Bräuer, Paula Carlino, Lisa Ganobcsik-Williams, and Aparna
Sinha (Eds.), Writing Programs Worldwide: Profiles of Academic Writing in Many
Places (2012)
WORKING WITH
ACADEMIC LITERACIES:
CASE STUDIES TOWARDS
TRANSFORMATIVE PRACTICE
Edited by
Theresa Lillis, Kathy Harrington,
Mary R. Lea, and Sally Mitchell
The WAC Clearinghouse
wac.colostate.edu
Fort Collins, Colorado
Parlor Press
www.parlorpress.com
Anderson, South Carolina
The WAC Clearinghouse, Fort Collins, Colorado 80523-1052
Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina 29621
© 2015 by Theresa Lillis, Kathy Harrington, Mary R. Lea, and Sally Mitchell. This
work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International.
Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
Names: Lillis, Theresa M., 1956Title: Working with academic literacies : case studies towards transformative
practice / edited by Theresa Lillis, Kathy Harrington, Mary R. Lea, and
Sally Mitchell.
Description: Anderson, South Carolina : Parlor Press ; Fort Collins, Colorado
: WAC Clearinghouse, 2015. | Series: Perspectives on writing | Available
in digital format for free download at http://wac.colostate.edu. |
Includes bibliographical references and index.
Identifiers: LCCN 2015042472| ISBN 9781602357617 (pbk. : alk. paper) | ISBN
9781602357624 (hardcover : alk. paper)
Subjects: LCSH: English language--Rhetoric--Study and teaching. | Academic
writing.
Classification: LCC PE1404 .W65 2015 | DDC 808/.04207--dc23
LC record available at http://lccn.loc.gov/2015042472
Copyeditor: Don Donahue
Designers: Tara Reeser and Mike Palmquist
Series Editors: Susan H. McLeod and Rich Rice
This book is printed on acid-free paper.
The WAC Clearinghouse supports teachers of writing across the disciplines. Hosted
by Colorado State University, it brings together scholarly journals and book series as
well as resources for teachers who use writing in their courses. This book is available in
digital format for free download at http://wac.colostate.edu.
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print and
multimedia formats. This book is available in print and Adobe eBook formats from
Parlor Press at http://www.parlorpress.com. For submission information or to find out
about Parlor Press publications, write to Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina 29621, or email [email protected].
CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Theresa Lillis, Kathy Harrington, Mary R. Lea and Sally Mitchell
Section 1. Transforming Pedagogies of Academic Writing and Reading . 23
Introduction to Section 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Chapter 1. A Framework for Usable Pedagogy: Case Studies
Towards Accessibility, Criticality and Visibility . . . . . . . . . . . . . . . . . . . . . . 29
Julio Gimenez and Peter Thomas
Chapter 2. Working With Power: A Dialogue about Writing
Support Using Insights from Psychotherapy . . . . . . . . . . . . . . . . . . . . . . . . 45
Lisa Clughen and Matt Connell
Chapter 3. An Action Research Intervention Towards Overcoming
“Theory Resistance” in Photojournalism Students . . . . . . . . . . . . . . . . 55
Jennifer Good
Chapter 4. Student-Writing Tutors: Making Sense of
“Academic Literacies” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Joelle Adams
Chapter 5. “Hidden Features” and “Overt Instruction” in Academic
Literacy Practices: A Case Study in Engineering . . . . . . . . . . . . . . . . . . . . . 75
Adriana Fischer
Chapter 6. Making Sense of My Thesis: Master’s Level Thesis Writing
as Constellation of Joint Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Kathrin Kaufhold
Chapter 7. Thinking Creatively About Research Writing . . . . . . . . . . . . . . . 97
Cecile Badenhorst, Cecilia Moloney, Jennifer Dyer,
Janna Rosales and Morgan Murray
Chapter 8. Disciplined Voices, Disciplined Feelings:
Exploring Constraints and Choices in a Thesis Writing Circle . . . . . . . . . 107
Kate Chanock, Sylvia Whitmore and Makiko Nishitani
Reflections 1. How Can the Text Be Everything? Reflecting on
Academic Life and Literacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Sally Mitchell talking with Mary Scott
Contents
Section 2. Transforming the Work of Teaching . . . . . . . . . . . . . . . . . . . . 125
Introduction to Section 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Chapter 9. Opening up The Curriculum: Moving from The Normative
to The Transformative in Teachers’ Understandings of Disciplinary
Literacy Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Cecilia Jacobs
Chapter 10. Writing Development, Co-Teaching and Academic
Literacies: Exploring the Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Julian Ingle and Nadya Yakovchuk
Chapter 11. Transformative and Normative? Implications for
Academic Literacies Research in Quantitative Disciplines . . . . . . . . . . . . . 155
Moragh Paxton and Vera Frith
Chapter 12. Learning from Lecturers: What Disciplinary Practice
Can Teach Us About “Good” Student Writing . . . . . . . . . . . . . . . . . . . . . . 163
Maria Leedham
RefLections 2. Thinking Critically and Negotiating Practices
in the Disciplines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
David Russell in conversation with Sally Mitchell
Chapter 13. Academic Writing in an ELF Environment:
Standardization, Accommodation—or Transformation? . . . . . . . . . . . . . . 185
Laura McCambridge
Chapter 14. “Doing Something that’s Really Important”:
Meaningful Engagement as a Resource for Teachers’ Transformative
Work with Student Writers in the Disciplines . . . . . . . . . . . . . . . . . . . . . . 195
Jackie Tuck
Chapter 15. The Transformative Potential of Laminating Trajectories:
Three Teachers’ Developing Pedagogical Practices and Identities . . . . . . . 205
Kevin Roozen, Rebecca Woodard, Sonia Kline and Paul Prior
Chapter 16. Marking the Boundaries: Knowledge and Identity
in Professional Doctorates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Jane Creaton
Reflections 3. What’s at Stake in Different Traditions?
Les Littéracies Universitaires and Academic Literacies . . . . . . . . . . . . . . . . 227
Isabelle Delcambre in conversation with Christiane Donahue
Section 3. Transforming Resources, Genres and Semiotic Practices . . . . 237
vi
Contents
Introduction to Section 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
Chapter 17. Genre as a Pedagogical Resource at University . . . . . . . . . . . . 245
Fiona English
Chapter 18. How Drawing Is Used to Conceptualize and Communicate
Design Ideas in Graphic Design: Exploring Scamping Through a
Literacy Practice Lens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
Lynn Coleman
Chapter 19. “There is a Cage Inside My Head and I Cannot Let Things Out”:
An Epistemology of Collaborative Journal Writing . . . . . . . . . . . . . . . . . . . 267
Fay Stevens
Chapter 20. Blogging to Create Multimodal Reading and Writing
Experiences in Postmodern Human Geographies . . . . . . . . . . . . . . . . . . . . . . 279
Claire Penketh and Tasleem Shakur
Chapter 21. Working with Grammar as a Tool for Making Meaning . . . . . 289
Gillian Lazar and Beverley Barnaby
Chapter 22. Digital Posters—Talking Cycles for Academic Literacy . . . . . 299
Diane Rushton, Cathy Malone and Andrew Middleton
Chapter 23. Telling Stories: Investigating the Challenges to
International Students’ Writing Through Personal Narrative . . . . . . . . . . 307
Helen Bowstead
Chapter 24. Digital Writing as Transformative: Instantiating
Academic Literacies in Theory and Practice . . . . . . . . . . . . . . . . . . . . . . . . 317
Colleen McKenna
Reflections 4. Looking at Academic Literacies from a Composition
Frame: From Spatial to Spatio-temporal Framing of Difference . . . . . . . . . 327
Bruce Horner in conversation with Theresa Lillis
Section 4.Transforming Institutional Framings of Academic Writing . . 339
Introduction to Section 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341
Chapter 25. Transforming Dialogic Spaces in an “Elite” Institution:
Academic Literacies, the Tutorial and High-Achieving Students . . . . . . . . 345
Corinne Boz
Chapter 26. The Political Act of Developing Provision for Writing
in the Irish Higher Education Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355
Lawrence Cleary and Íde O’Sullivan
vii
Contents
Chapter 27. Building Research Capacity through an AcLits-Inspired Pedagogical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365
Lia Blaj-Ward
Chapter 28. Academic Literacies at the Institutional Interface:
A Prickly Conversation Around Thorny Issues . . . . . . . . . . . . . . . . . . . . . . 375
Joan Turner
Reflections 5. Revisiting the Question of Transformation in
Academic Literacies: The Ethnographic Imperative . . . . . . . . . . . . . . . . . . 383
Brian Street in conversation with Mary R. Lea and Theresa Lillis
Chapter 29. Resisting the Normative? Negotiating Multilingual Identities
in a Course for First Year Humanities Students in Catalonia, Spain . . . . . 391
Angels Oliva-Girbau and Marta Milian Gubern
Chapter 30. Academic Literacies and the Employability Curriculum:
Resisting Neoliberal Education? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401
Catalina Neculai
Chapter 31. A Cautionary Tale about a Writing Course for Schools . . . . . 413
Kelly Peake and Sally Mitchell
Reflections 6. “With writing, you are not expected to come from your home”:
Dilemmas of Belonging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421
Lucia Thesen
Ac Lits Say . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429
List of Contributors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431
viii