Disciplinary epistemologies, generic attributes and undergraduate academic writing in nursing and midwifery.
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| Title: | Disciplinary epistemologies, generic attributes and undergraduate academic writing in nursing and midwifery. |
|---|---|
| Authors: | Gimenez, Julio1 Julio.gimenez@nottingham.ac.uk |
| Source: | Higher Education (00181560). Apr2012, Vol. 63 Issue 4, p401-419. 19p. |
| Subject Terms: | *Academic discourse, *Discourse groups, *Academic programs, *Theory of knowledge, *Authorship, *Higher education, *Nursing education, *Midwifery education, Critical & persuasive writing |
| Abstract: | Generic attributes such as 'holding a critical stance', 'using evidence to support claims', and 'projecting an impersonal voice' are central to disciplinary academic writing in higher education. These attributes, also referred to as 'skills', have for a long time been conceptualised as transferable in that once learnt students are able to use them in a variety of contexts and for a range of needs. Over the past few years, however, the conceptualisation of these attributes as transferable has come under close scrutiny as they have been identified to be highly context-sensitive rather than context-flexible as they were once thought to be. Drawing on data from a 2-year study on undergraduate academic writing in nursing and midwifery at a university in the UK, this paper critically examines the role of disciplinary epistemologies in the conceptualisation of these attributes in the two disciplines, and demonstrates how these beliefs help to shape academic writing at undergraduate level, thus contributing to debates on generic skills and attributes and specificity in disciplinary discourses. The paper concludes by highlighting the importance for writers to examine how knowledge is displayed, constructed and communicated in their disciplines, and the significance of analysing the relationship between disciplinary epistemologies, generic attributes and academic writing as a way of gaining access to and producing central discourses in their professional community. [ABSTRACT FROM AUTHOR] |
| Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 73165267 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Disciplinary epistemologies, generic attributes and undergraduate academic writing in nursing and midwifery. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gimenez%2C+Julio%22">Gimenez, Julio</searchLink><relatesTo>1</relatesTo><i> Julio.gimenez@nottingham.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Higher+Education+%2800181560%29%22">Higher Education (00181560)</searchLink>. Apr2012, Vol. 63 Issue 4, p401-419. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22Discourse+groups%22">Discourse groups</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+programs%22">Academic programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory+of+knowledge%22">Theory of knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Authorship%22">Authorship</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Nursing+education%22">Nursing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Midwifery+education%22">Midwifery education</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+%26+persuasive+writing%22">Critical & persuasive writing</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Generic attributes such as 'holding a critical stance', 'using evidence to support claims', and 'projecting an impersonal voice' are central to disciplinary academic writing in higher education. These attributes, also referred to as 'skills', have for a long time been conceptualised as transferable in that once learnt students are able to use them in a variety of contexts and for a range of needs. Over the past few years, however, the conceptualisation of these attributes as transferable has come under close scrutiny as they have been identified to be highly context-sensitive rather than context-flexible as they were once thought to be. Drawing on data from a 2-year study on undergraduate academic writing in nursing and midwifery at a university in the UK, this paper critically examines the role of disciplinary epistemologies in the conceptualisation of these attributes in the two disciplines, and demonstrates how these beliefs help to shape academic writing at undergraduate level, thus contributing to debates on generic skills and attributes and specificity in disciplinary discourses. The paper concludes by highlighting the importance for writers to examine how knowledge is displayed, constructed and communicated in their disciplines, and the significance of analysing the relationship between disciplinary epistemologies, generic attributes and academic writing as a way of gaining access to and producing central discourses in their professional community. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10734-011-9447-6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 401 Subjects: – SubjectFull: Academic discourse Type: general – SubjectFull: Discourse groups Type: general – SubjectFull: Academic programs Type: general – SubjectFull: Theory of knowledge Type: general – SubjectFull: Authorship Type: general – SubjectFull: Higher education Type: general – SubjectFull: Nursing education Type: general – SubjectFull: Midwifery education Type: general – SubjectFull: Critical & persuasive writing Type: general Titles: – TitleFull: Disciplinary epistemologies, generic attributes and undergraduate academic writing in nursing and midwifery. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gimenez, Julio IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2012 Type: published Y: 2012 Identifiers: – Type: issn-print Value: 00181560 Numbering: – Type: volume Value: 63 – Type: issue Value: 4 Titles: – TitleFull: Higher Education (00181560) Type: main |
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