Teaching Students in Professional Disciplines to Write: A Rhetorical Approach

This paper summarises problems that university students, particularly those in the technically oriented, professional disciplines, have when they write. Discussion centres on how strategic knowledge of discourse structure enhances what these students understand of processes associated with producing...

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Bibliographic Details
Published inThe Australian educational and developmental psychologist Vol. 10; no. 1; pp. 27 - 34
Main Author Murphy, Noela
Format Journal Article
LanguageEnglish
Published Cambridge, UK Cambridge University Press 01.05.1993
Subjects
Expository writing
Higher education
Learning
Teaching methods
Technical writing
Writing (Composition)
Writing processes
Writing teaching
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Summary:This paper summarises problems that university students, particularly those in the technically oriented, professional disciplines, have when they write. Discussion centres on how strategic knowledge of discourse structure enhances what these students understand of processes associated with producing text and learning from it and how these understandings can be utilised to their benefit. The concept of top level structure and advantages resulting from applying this concept is discussed. Guidelines for incorporating the teaching of this knowledge into a technical writing course are suggested. Finally, there is a discussion of the relationship between this metacognitive knowledge and changes in student learning.
Bibliography:Australian Educational and Developmental Psychologist; v.10 n.1 p.27-34; May 1993
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ISSN:0816-5122
1839-2504
DOI:10.1017/S081651220002678X