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July 20, 2006
welcome me...
"...to a haven given..."
not the work, exactly, but the breezy porch & the laptop back in working order (finally!) & the advisor-meeting on my schedule & the submitted list of starting-point research questions, & the borrowed diss on my coffee-table that i've read most of & haven't even minded...
see? i told you. everything's gonna be fine.
- writers and their texts
- how do more inexperienced academic writers talk/write about their inclusion of outside sources in their work?
- who is considered a "source," and why?
- are any outside works/workers/ideas mentioned that aren't considered sources? if so, how does the writer explain this distinction?
- how do more inexperienced academic writers talk/write about the influence of other thinkers & writers on their work?
- what influence can writers identify within the text of their writing?
- what influence can writers describe that isn't textually evident to readers?
- what textual features characterize more inexperienced academic writers' use of sources & treatment of external influence in academic papers?
- how are sources introduced, cited, contextualized, etc. within the writing sample?
- if other external influences are evident, by what evidence is this so?
- how do more experienced academic writers talk/write about their inclusion of outside sources in their work?
- who is considered a "source," and why?
- are any outside works/workers/ideas mentioned that aren't considered sources? if so, how does the writer explain this distinction?
- how do more experienced academic writers talk/write about the influence of other thinkers & writers on their work?
- what influence can writers identify within the text of their writing?
- what influence can writers describe that isn't textually evident to readers?
- what textual features characterize more experienced academic writers' use of sources & treatment of external influence in academic papers?
- how are sources introduced, cited, contextualized, etc. within the writing sample?
- if other external influences are evident, by what evidence is this so?
- educational practices
- what specific lessons, lectures, or educational practices do interviewed writers remember regarding the direct use (quoting, summarizing, or paraphrasing) of sources in academic writing?
- what specific lessons, lectures, or educational practices do interviewed writers remember regarding the indirect influence of other thinkers or writers on their work?
- what general educational or cultural explanations do writers offer as rationale for their decisions regarding source-inclusion and influence, if/when they don't recall specific practices?
- do—and if so, how do—the responses of more experienced writers differ in a patterned way from the responses of more inexperienced academic writers?
- beliefs about collaboration and authorship
- who does each writer believe "authored" the text shared with the interviewer?
- when introduced to the speculative premise that the originators of source materials or acknowledged influences may be considered "coauthors" or "collaborators" in the creation of the text, how does the writer respond?
- what rationale does each writer give for his/her response?
- for each of these questions, do—and if so, how do—the answers of more experienced writers differ in a patterned way from the responses of more inexperienced academic writers?
Posted by ttobryan at July 20, 2006 01:49 PM