Scaffolding the Language of Power: An Apprenticeship in Writing at the Doctoral Level
Scaffolding the Language of Power: An Apprenticeship in Doctoral Level Writing offers a practical, hands-on guide to developing the skills to successfully write a doctoral dissertation or thesis in education and related social science fields.
Writing at the doctoral level is part of the exclusionary "language of power" in academia, which builds on the linguistic patterns of the dominant culture and keeps the doctorate disproportionately white and male. It's also a particular way of using language, or a specific genre, with distinct rules and structures that can be scaffolded for doctoral students. Scaffolding is also a way to approach writing from a pedagogical, relational, and ethical angle. Purposefully supporting readers' understanding through scaffolding is not just a way to successfully complete a doctoral dissertation—it is a way to make academic writing more accessible in general.
The first three chapters of the text provide a general framework for the rules of the doctoral "language of power" along with lessons and exercises to develop organization, scaffolding, argumentation, evidence use, synthesis skills, and academic voice. The remaining six chapters address each major task of the dissertation, including the problem statement, literature review, theoretical framework, methodology, findings, and discussion/recommendations. Each of these chapters explicitly teaches the purposes and elements of its specific dissertation task, guiding students through warm-ups, annotated examples with elaborated explanations of writing moves, and carefully sequenced activities. Ultimately, these pedagogical features support students to build out the pieces of their doctoral dissertations or theses, chapter by chapter.
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Writing at the doctoral level is part of the exclusionary "language of power" in academia, which builds on the linguistic patterns of the dominant culture and keeps the doctorate disproportionately white and male. It's also a particular way of using language, or a specific genre, with distinct rules and structures that can be scaffolded for doctoral students. Scaffolding is also a way to approach writing from a pedagogical, relational, and ethical angle. Purposefully supporting readers' understanding through scaffolding is not just a way to successfully complete a doctoral dissertation—it is a way to make academic writing more accessible in general.
The first three chapters of the text provide a general framework for the rules of the doctoral "language of power" along with lessons and exercises to develop organization, scaffolding, argumentation, evidence use, synthesis skills, and academic voice. The remaining six chapters address each major task of the dissertation, including the problem statement, literature review, theoretical framework, methodology, findings, and discussion/recommendations. Each of these chapters explicitly teaches the purposes and elements of its specific dissertation task, guiding students through warm-ups, annotated examples with elaborated explanations of writing moves, and carefully sequenced activities. Ultimately, these pedagogical features support students to build out the pieces of their doctoral dissertations or theses, chapter by chapter.
Scaffolding the Language of Power: An Apprenticeship in Writing at the Doctoral Level
Scaffolding the Language of Power: An Apprenticeship in Doctoral Level Writing offers a practical, hands-on guide to developing the skills to successfully write a doctoral dissertation or thesis in education and related social science fields.
Writing at the doctoral level is part of the exclusionary "language of power" in academia, which builds on the linguistic patterns of the dominant culture and keeps the doctorate disproportionately white and male. It's also a particular way of using language, or a specific genre, with distinct rules and structures that can be scaffolded for doctoral students. Scaffolding is also a way to approach writing from a pedagogical, relational, and ethical angle. Purposefully supporting readers' understanding through scaffolding is not just a way to successfully complete a doctoral dissertation—it is a way to make academic writing more accessible in general.
The first three chapters of the text provide a general framework for the rules of the doctoral "language of power" along with lessons and exercises to develop organization, scaffolding, argumentation, evidence use, synthesis skills, and academic voice. The remaining six chapters address each major task of the dissertation, including the problem statement, literature review, theoretical framework, methodology, findings, and discussion/recommendations. Each of these chapters explicitly teaches the purposes and elements of its specific dissertation task, guiding students through warm-ups, annotated examples with elaborated explanations of writing moves, and carefully sequenced activities. Ultimately, these pedagogical features support students to build out the pieces of their doctoral dissertations or theses, chapter by chapter.
Writing at the doctoral level is part of the exclusionary "language of power" in academia, which builds on the linguistic patterns of the dominant culture and keeps the doctorate disproportionately white and male. It's also a particular way of using language, or a specific genre, with distinct rules and structures that can be scaffolded for doctoral students. Scaffolding is also a way to approach writing from a pedagogical, relational, and ethical angle. Purposefully supporting readers' understanding through scaffolding is not just a way to successfully complete a doctoral dissertation—it is a way to make academic writing more accessible in general.
The first three chapters of the text provide a general framework for the rules of the doctoral "language of power" along with lessons and exercises to develop organization, scaffolding, argumentation, evidence use, synthesis skills, and academic voice. The remaining six chapters address each major task of the dissertation, including the problem statement, literature review, theoretical framework, methodology, findings, and discussion/recommendations. Each of these chapters explicitly teaches the purposes and elements of its specific dissertation task, guiding students through warm-ups, annotated examples with elaborated explanations of writing moves, and carefully sequenced activities. Ultimately, these pedagogical features support students to build out the pieces of their doctoral dissertations or theses, chapter by chapter.
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Product Details
| ISBN-13: | 9798218501228 |
|---|---|
| Publisher: | Emergent Education |
| Publication date: | 10/10/2024 |
| Pages: | 284 |
| Product dimensions: | 6.00(w) x 1.25(h) x 9.00(d) |
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