Donnerstag, 22. Juni 2017, 13:00 - 14:30 iCal

David R. Russell, Iowa State University

“How large are disciplinary differences in student writing? Rethinking pedagogy and assessment in light of new natural language processing and phenomenological analyses“ (Lecture)

Center for Teaching and Learning / CTL
Universitätsstraße 5/3. Stock (Lift), 1010 Wien


How do students learn to write in a new discipline? In most contexts, most students (though not enough) do so without explicit instruction. I will first present corpus research I participated in that uses natural language processing tools to measure disciplinary differences in student writing (surprisingly large) and the speed with which students acquire them (within a few years). Yet we know little about how this "uninstructed genre acquisition" occurs, what Peter Elbow called “writing without teachers.” I will suggest that phenomenological approaches to "embodied cognition" – Austrian sociologist Alfred Schutz’ concept of typification as social action, combined with French existentialist philosopher Maurice Merleau-Ponty's concept of intercorporeal “harmonization” – can help explain this uninstructed genre acquisition and suggest new ways of teaching and assessing students’ research writing.



Center for Teaching and Learning / CTL

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Brigitte Kossek
Center for Teaching and Learning (CTL)