Literaturnachweis - Detailanzeige
| Autor/inn/en | Kamler, Barbara; Thomson, Pat |
|---|---|
| Titel | Abstract Art or the Politics and Pedagogies of Getting Read. |
| Quelle | (2002), (21 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Abstracting; Abstracts; Academic Discourse; Discourse Analysis; Graduate Study; Research Methodology; Scholarly Writing; Technical Writing |
| Abstract | The writing of academic abstracts is more than a tiresome necessity of scholarly life. It is a practice which goes beyond genre and technique to questions of identity and the promotional economies of academic work. In this paper, a series of abstracts from a variety of refereed journals and conferences are deconstructed and a set of questions that allow individuals to "read" the representation of data, argument, methodology, and significance are developed. According to the paper, to begin to make sense of abstract writing, a selection of different educational journals were surveyed and a rubric was constructed to use to read each item; a second foray into journal abstracts allowed researchers to read for depth rather than breadth and in publications across three countries. The paper shows three abstracts to illustrate the problem of writing anticipatory texts that overpromise, particularly when they are based on research that is hardly yet begun. It argues that the rules of abstract engagement are fluid and increasingly important with the advent of online journals and global citation indices. The paper suggests that abstract art is now an obligatory aspect of postgraduate supervision. It further suggests that the writing of abstracts is neglected in the academy and that there is benefit in being more systematic about supporting postgraduate and newly qualified researchers in writing abstracts. An appendix offers questions that encourage writers to engage with the text work and identity work involved in writing an abstract. (Author/NKA) |
| Anmerkungen | For full text: http://www.aare.edu.au/02pap/kam02252.htm. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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