Academic Writing and Tacit Knowledge

Autor/in	Elton, Lewis
Titel	Academic Writing and Tacit Knowledge
Quelle	In: Teaching in Higher Education, 15 (2010) 2, S.151-160 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
Schlagwörter	Academic Discourse; Discipline; Writing Instruction; Teaching Methods; Teacher Student Relationship; Universities; Ohio + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Disziplin; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; University; Universität
Abstract	The genre of academic writing is discipline dependent, so that neither specialists in academic writing nor practising academics in a discipline can, independently of each other, provide students with the necessary help to develop the ability to write in their academic disciplines. Furthermore, the rules are largely tacit, i.e. they are not explicitly expressed, and expressing them explicitly can have serious effects on good disciplinary writing. The problems of introducing students into good academic writing in their disciplines are therefore not simple and it is suggested that, as words constitute the fundamental building blocks of writing, a better understanding of the problems arising in academic writing can come from a deeper understanding of words, including their translation into different languages. It is furthermore suggested that the difficulties arising from the largely tacit nature of academic writing may be overcome by students and tutors discussing students' descriptions of their work. (Contains 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10