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by Thomas N. Huckin,Carol Berkenkotter
Download Genre Knowledge in Disciplinary Communication: Cognition/culture/power fb2
History & Criticism
  • Author:
    Thomas N. Huckin,Carol Berkenkotter
  • ISBN:
    0805816119
  • ISBN13:
    978-0805816112
  • Genre:
  • Publisher:
    Routledge; 1 edition (December 1, 1994)
  • Pages:
    208 pages
  • Subcategory:
    History & Criticism
  • Language:
  • FB2 format
    1889 kb
  • ePUB format
    1605 kb
  • DJVU format
    1916 kb
  • Rating:
    4.5
  • Votes:
    248
  • Formats:
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Carol Berkenkotter (Author), Thomas N. Huckin (Author). Your book has made a valuable contribution to the scholarship in technical and scientific communication and should influence the direction of the field - what we think and what we value - for years to come.

Carol Berkenkotter (Author), Thomas N. ISBN-13: 978-0805816129. Sam Dragga Texas Tech University, Coordinator of the 1995 NCTE Awards.

The methods used include case study and ethnographic techniques, rhetorical and discourse analysis of changing features within large corpora and in the texts of individual writers. Through the use of these techniques, the authors engaged in both micro-level and macro-level analyses and developed a perspective which reflects both foci.

Disciplinary Communication: wer – e-kirja kirjailijoilta Carol Berkenkotter, Thomas N. Huckin.

Genre Knowledge in Disciplinary Communication: wer – e-kirja kirjailijoilta Carol Berkenkotter, Thomas N. Lue tämä kirja käyttämällä Google Play Kirjat ‑sovellusta tietokoneella tai Android- tai iOS-laitteella. Lataa offline-lukemista varten, korosta, lisää kirjanmerkkeihin tai kirjoita muistiinpanoja lukiessasi kohdetta Genre Knowledge in Disciplinary Communication: wer.

To support their unique perspective, Berkenkotter and Huckin draw on empirical findings from both micro- and macrolevel investigations including case studies of individual writers in action and large-corpus analyses of evolving genre features.

by Carol Berkenkotter, Thomas N. The methods used include case study and ethnographic techniques, rhetorical and discourse analysis of changing features within large corpora and in the texts of individual writers. Books related to Genre Knowledge in Disciplinary Communication.

Carol Berkenkotter, Thomas N. L. Erlbaum Associates, 1995 - 190 páginas. Dr. Huckin has won numerous awards, including the 1996 NCTE Best Book Award in Technical and Scientific Communication for Genre Knowledge in Disciplinary Communication. He was also designated Lowell Bennion Public Service Professor for 1995-96. He has written several books, including "Technical Writing and Professional Communication" and "Technical Writing and Professional Communication for Non-Native Speakers of English.

Genre Knowledge in Disciplinary Communication : Cognition - Culture - Power. by Thomas N. Huckin and Carol Berkenkotter.

Carol Berkenkotter - 1995 - Social Epistemology 9 (2):175 – 187. Disciplinary Power and the Role of the Subject at a. . Disciplinary Power and the Role of the Subject at a Nineteenth-Century Danish Asylum. Bjørn Hamre - 2010 - PhaenEx 5 (2):1-27. Cognition and Communication in Culture's Evolutionary Landscape. Mark Schaller - 2004 - Behavioral and Brain Sciences 27 (6):748-749.

Author: Carol Berkenkotter; Thomas N Huckin. The methods used include case study and ethnographic techniques, and rhetorical and discourse analysis.

Although genre studies abound in literary criticism, researchers and scholars interested in the social contexts of literacy have recently become interested in the dynamic, rhetorical dimensions of speech genres. Within this burgeoning scholarly community, the authors are among the first researchers working within social science traditions to study genre from the perspective of the implicit knowledge of language users. Thus, this is the first sociocognitive study of genre using case-study, naturalistic research methods combined with the techniques of rhetorical and discourse analysis. The term "genre knowledge" refers to an individual's repertoire of situationally appropriate responses to recurrent situations -- from immediate encounters to distanced communication through the medium of print, and more recently, the electronic media. One way to study the textual character of disciplinary knowledge is to examine both the situated actions of writers, and the communicative systems in which disciplinary actors participate. These two perspectives are presented in this book. The authors' studies of disciplinary communication examine operations of systems as diverse as peer review in scientific publications and language in a first grade science classroom. The methods used include case study and ethnographic techniques, rhetorical and discourse analysis of changing features within large corpora and in the texts of individual writers. Through the use of these techniques, the authors engaged in both micro-level and macro-level analyses and developed a perspective which reflects both foci. From this perspective they propose that what micro-level studies of actors' situated actions frequently depict as individual processes, can also be interpreted -- from the macro-level -- as communicative acts within a discursive network or system. The research methods and the theoretical framework presented are designed to raise provocative questions for scholars, researchers, and teachers in a number of fields: linguists who teach and conduct research in ESP and LSP and are interested in methods for studying professional communication; scholars in the fields of communication, rhetoric, and sociology of science with an interest in the textual dynamics of scientific and scholarly communities; educational researchers interested in cognition in context; and composition scholars interested in writing in the disciplines.