UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

Reconfiguring academic knowledge : transforming learning through regenring the student essay

English, Fiona Maria; (2007) Reconfiguring academic knowledge : transforming learning through regenring the student essay. Doctoral thesis , Institute of Education, University of London. Green open access

[thumbnail of English, Fiona Maria_Redacted.pdf]
Preview
Text
English, Fiona Maria_Redacted.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (19MB) | Preview
[thumbnail of 504769.pdf]
Preview
Text
504769.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (18MB) | Preview

Abstract

This thesis, which is located in the current socio-political context of British university study, investigates how genres act on the production and communication of academic knowledge. It explores the work of a group of first year undergraduates from a range of disciplines including social anthropology, economics, religious studies, linguistics and politics. The data consists of pairs of written assignments; a conventional essay and a version of that essay reproduced with a different genre. Emerging from the analysis a new theorisation of genre which views it as a semiotic resource used in the process of communicating meaning is proposed, drawing on the work of Kress (e.g. 2003) and Kress and Van Leeuwen (e.g. 2001). In contrast to other genre discussion?, which consider what genres look like, as in structuralist approaches or the purposes they serve, as in functional approaches, this study is concerned with the affordances of genresi that is what genres allow in the production of texts. It identifies four orientations of genres; contextual orientation and . discursive orientation which are associated with social aspects of production; thematic orientation and semiotic orientation which are associated with material aspects of production. Through this theoretical lens, the study demonstrates how different genres orient texts and their producers towards different ways of understanding and expressing meaning. The findings present a challenge to the convention of the essay as the dominant genre in university education and suggest that through working also with other genres students can experience and develop their learning in a variety of ways

Type: Thesis (Doctoral)
Title: Reconfiguring academic knowledge : transforming learning through regenring the student essay
Open access status: An open access version is available from UCL Discovery
Publisher version: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos...
Language: English
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
URI: https://discovery.ucl.ac.uk/id/eprint/10007374
Downloads since deposit
232Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item