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dc.contributor.creatorO'Keeffe, Anne
dc.contributor.creatorBinchy, James
dc.date.accessioned2019-04-30T09:11:39Z
dc.date.available2019-04-30T09:11:39Z
dc.date.issued2003
dc.identifier.citationO’Keeffe, A. and Binchy, J. (2003) “Reading and writing at university – raising genre awareness as initiation into a discourse community”. In G. Shiel and U. Ní Dhálaigh (Eds) Other Ways of Seeing: Diversity in Language and Literacy. Dublin: Reading Association of Ireland, pp. 220-228.en_US
dc.identifier.isbn9780952651147
dc.identifier.urihttps://dspace.mic.ul.ie/handle/10395/2875
dc.descriptionBook chapter in G. Shiel and U. Ní Dhálaigh (Eds.) "Other Ways of Seeing: Diversity in Language and Literacy."en_US
dc.description.abstractThe theoretical concepts of 'genre' and 'discourse community' will be drawn on in this paper to evolve a theoretical model that we hope to apply to the context of academic writing and to attainment at third level. Genre is a much talked about and less frequently used notion across a wide range of research and it has been criticised for offering a model that is not easy to operationalise (cf. Hasan 1992; McCarthy 2000). Latterly, the work of Swales has looked at genre in the context of 'discourse communities' offering a more socially-constructed basis for genre (see Swales 1988; 1990 and Askehave and Swales, 2001). For our purposes, the synthesis of the notions of genre and discourse communities offers a useful theoretical framework for our empirical research into the linguistic barriers posed by the academic institutional norms of the genre of writing required at university level. Essentially, we attempt to explore the discourse community of 'academia' within which, we propose, a certain linguistic level of competence is required in order to achieve high grades in essays and exams. We investigate the hypothesis that successful students are those who have intuited and mastered the generic norms of academic discourse and conversely, those who underachieve at third level are those who have not assimilated the norms in this discourse community. In this paper we will detail some of these 'norms' and, using student essay samples, we will explore the connection between essay grades and conformity to these norms.en_US
dc.language.isoengen_US
dc.publisherReading Association of Irelanden_US
dc.rights.urihttp://reading.ie/en_US
dc.subjectReadingen_US
dc.subjectWritingen_US
dc.subjectUniversityen_US
dc.subjectGenreen_US
dc.subjectAwarenessen_US
dc.subjectDiscourseen_US
dc.titleReading and writing at university – raising genre awareness as initiation into a discourse community (Pre-published version)en_US
dc.typePart/ Chapter of booken_US
dc.type.supercollectionall_mic_researchen_US
dc.type.supercollectionmic_published_revieweden_US
dc.description.versionYesen_US


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