Early Engineering Writing Textbooks and the Anthropological Complexity of Disciplinary Discourse

1995 ◽  
Vol 12 (4) ◽  
pp. 439-491 ◽  
Author(s):  
JOHN HAGGE
Keyword(s):  
Disciplinary Discourse ◽  
Engineering Writing ◽  
Early Engineering

Disciplinary discourse

1987 ◽  
Vol 12 (3) ◽  
pp. 261-274 ◽  
Author(s):  
Tony Becher
Keyword(s):  
Disciplinary Discourse

scholarly journals Conference & Planning Committee Information

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Laura Lukes
Keyword(s):  
New York ◽  
Performing Arts ◽  
Writing Across The Curriculum ◽  
New York Times ◽  
Visual And Performing Arts ◽  
University Life ◽  
Information Technology Services ◽  
Science College ◽  
Technology Services ◽  
Engineering Writing

Theme:The Science of Learning: Using Research to Improve Teaching7th Annual ConferenceSeptember 18, 2015 Conference Director:Laura Lukes (Center for Teaching & Faculty Excellence) Advisory & Selection Committee: Boicu, MihaiBoyette, JoannaClare, KatieCressman, RobEby, KimEdwards, CodyGeorge, ChristianGliozzi, MarioGoldman, JonathanHannan, HeatherKoch, LisaKravitz, DavidLawrence, SusanLukes, LauraMallett, KarynOffutt, JeffOlesova, LarisaOwen, JuliePettigrew, KathyReid, ShelleyRogers, PaulSaleem, RajaSaunders, CathyScott Constantine, LynneUsher, BethanyWarren, JohnWest, PatriciaWillis, OdetteWolf, PaigeYigit, Erdal Logistical Coordination:Ashleen Gayda (Center for Teaching & Faculty Excellence)Tamara Day (Events Management) Logistical Support:Office of Events ManagementEvents ProductionMason CateringAndrew Cote (OSCAR)Samira Lloyd (OSCAR)Denise Nazaire (OSCAR) Conference Proceedings:John WarrenJeri WieringaLaura LukesAshleen GaydaEmily LambackChyna Staten (Retroactive)                               Sponsors: BlackboardGeorge Mason University LibrariesGeorge Mason Publishing GroupProQuestUPCEABarnes & Noble College: George Mason Bookstore4-VAThe New York Times in Education Supporters:College of Education and Human Development; College of Health and Human Services; College of Humanities and Social Sciences; College of Science; College of Visual and Performing Arts; Graduate Student Life; Higher Education Program; Information Technology Services; Office of Distance Education; Office of Student Scholarship, Creative Activities, and Research; School for Conflict Analysis and Resolution; School of Business; School of Policy, Government, and International A airs; University Life; Volgenau School of Engineering; Writing Across the Curriculum; and The Writing Center.Volunteers:Dorothy Amoah-Darko, Sam Ashworth, Jesse Capobianco, Cameron Carter, Andrew Cartwright, Zella Christensen, Lynne Scott Constantine, Svetlana Filiatreau, Andrew Finn, Darcy Gagnon, Liesel Hamilton, Caitlin Holmes, Tabine Kamaleddine, Mills Kelly, Joey Kuhn, Ying-Ying Kuo, Shawn Lee, Jaime Lester, Jessica Matthews, Je O utt, Larisa Olesova, Julie Owen, Nathalia Peixoto, Richena Purnell-Sayle, Esperanza Roman-Mendoza, Robert Sachs, Catherine Saunders, Linda Sheridan, Darlene Smucny, Debra Sprague, Carol Stiller, Bethany Usher, John Warren, Gerald Weatherspoon, Margaret Weiss, and the students of TOUR 440.  of Engineering; Writing Across the Curriculum; and The Writing Center. 

scholarly journals Adapting to a Disciplinary Discourse: A Redesigned Course for MA History Students

2020 ◽  
Vol 10 (1) ◽  
pp. 165-170
Author(s):  
Iuliia Evgenievna But
Keyword(s):  
Academic Writing ◽  
Teaching Practice ◽  
Professional Community ◽  
Traditional Teaching ◽  
Academic Texts ◽  
Disciplinary Discourse ◽  
Writing Course ◽  
History Texts ◽  
Writing Instructors

For most MA programs, it is common to enroll students with different BA degrees. The MA students who have changed their discipline are required to adopt a new disciplinary discourse and learn to write academic texts in line with appropriate genres and conventions. This study exemplifies an attempt to redesign the academic writing course for MA History programs at the Ural Federal University in order to ease the difficulties faced by students with non-history backgrounds. The essence of the redesign was to enhance the traditional teaching by demonstrating fundamental dissimilarities between history and other disciplines in terms of writing conventions. Teaching academic writing in that manner was supposed to facilitate students with both a history and non-history backgrounds to master the effective conventional writing of history texts. The efficiency of the redesigned course was estimated on the basis of students’ performance and feedback. This teaching practice can be of use for academic writing instructors who seek to help students from different backgrounds develop skills and competences that are necessary for a specific professional community.

scholarly journals Connector Faculty: A Friendly Face For Early Engineering Students

2020 ◽  
Author(s):  
Daina Briedis ◽  
Neeraj Buch ◽  
Jan Collins-Eaglin ◽  
Nathaniel Ehrlich ◽  
Denise Fleming ◽  
...  
Keyword(s):  
Engineering Students ◽  
Early Engineering

scholarly journals Analysing stance in American and Spanish business management RAs : the case sentence-initial "retrospective labels"

2004 ◽  
Vol 4 ◽  
pp. 137 ◽  
Author(s):  
María Pilar Mur Dueñas
Keyword(s):  
American English ◽  
Business Management ◽  
Research Articles ◽  
Contrastive Analysis ◽  
Disciplinary Discourse ◽  
Frequency Of Use ◽  
Writing Research ◽  
Form Part

When writing research articles (RAs), scholars can use certain lexico-grammatical traits that enable them to encode their attitudes, judgments and opinions, thus functioning as markers of stance. It is believed that sentenceinitial nouns preceded by a deictic -'retrospective labels' in Francis's terminology (1986, 1994)- can be considered one of those traits. The aim here is to explore whether there are any language-driven differences in the use of 'retrospective labels' as markers of stance within a particular disciplinary discourse, namely, Business Management. 'Retrospective labels' were analysed in a corpus of 12 Ras on the above-mentioned discipline, 6 in American English and 6 in Spanish. The focus is placed on the contrastive analysis of the frequency of use of these 'retrospective labels', the type of head nouns and modifiers which most frequently form part of them and the extent to which these 'retrospective labels' convey attitudinal meaning. As a general implication, it is believed that the differences drawn from analyses of this type should be borne in mind by Spanish Business Management scholars when writing their RAs in English.

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