Teaching the Use of Metaphor in Science Writing.

Autor/inn/en	Anderson, Philip M.; Sunstein, Bonnie S.
Titel	Teaching the Use of Metaphor in Science Writing.
Quelle	(1987), (25 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Freshman Composition; Higher Education; Learning Strategies; Literary Devices; Metacognition; Metaphors; Rhetorical Invention; Science Instruction; Technical Writing; Writing Exercises; Writing Improvement; Writing Instruction; Writing Processes + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Literaturarbeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technical documentation; Technische Dokumentation; Schreibübung; Schreibunterricht
Abstract	A freshman writing assignment sequence encouraged students to use metaphors to think their way through scientific topics, improving their writing skills in the process. The students were all women, aged 18 to 48 years, who had been journal writing for several months but who did not consider themselves competent readers or writers. Reading material was chosen for its use of metaphors to explain scientific topics. The writing component began with the students' own sometimes sketchy technical and scientific knowledge. At first, the students simply explored their topics. Later they were required to shift psychologically from the writer's or participant's role to the reader's or spectator's role. This revision stage also included shifting from the transactional to the poetic and from simile to metaphor. The students found that metaphors made a fluent connection between their personal experience and a scientific model, and they were encouraged to reflect on how they had benefitted from the stages of the assignment sequence and to examine their own cognitive growth. In the final stage, they wrote about their rhetorical choices and the thinking strategies they had used. The students agreed that their writing and grasp of the subject matter were improved by the use of metaphorical writing and thinking processes. (Fourteen references are included.) (AEW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01