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• W218172073 abstract "This study had two purposes. The first was to examine the relationship between writing and learning in a college-level writingacross-the-curriculum class in Philosophy. To that end, it focused on three students selected as case studies, and was based on three sets of texts: the students' writings in the course (including teacher commentary); the course materials; and the transcripts of three interviews with each of the students. These texts were examined to identify each writer's perceptions of and reactions to (a) the rhetorical context of the particular classroom; (b) the disciplinary context of Philosophy; and (c) the larger intellectual/ethical context of a liberal education. The second purpose was methodological: To explore the uses of a hermeneutical method for studying student writing. The results provide the basis for speculation about the way we conceive of the writing/learning relationship, and about the viability of further hermeneutical study of student writing. Writing-across-the-curriculum is surely among the fastest growing topical areas in composition. Its popularization, especially at the college level, can be traced to a variety of sources: the impact of a fair number of British publications (e.g., Britton, Burgess, Martin, McLeod, & Rosen, 1975; Martin, D'Arcy, Newton & Parker, 1976); a period of public and private funding involvement, of which the National Endowment for the Humanities collaboration with Beaver College in Pennsylvania is probably the best known; the 1982 NCTE publication of Language Connections: Writing and Reading Across the Curriculum (Fulwiler & Young, 1982). For all of the programmatic interest in promoting the uses of writing in disciplinary courses, however, there has been relatively little formal inquiry into what happens in such courses. There has been philosophical/theoretical debate about what ought to happen (e.g., Maimon, 1980; Kinneavy, 1983), especially between proponents of what might be called the formalist and epistemic positions, the former emphasizing the value of writing as a means of disciplinary socialization, the latter its value as the means by which individual writers create their own world with words (e.g., Knoblauch & Brannon, 1983; North, 1985). There have been surveys designed to assess faculty attitudes toward and handling of various aspects of such writing (e.g., Maimon & Nodine, 1978; Eblen, 1983). And, as is perhaps inevitable in a relatively young, highly political movement, there has been a good deal of material offering some combination of testimonial, anecdote and practical Research in the Teaching of English, Vol. 20, No. 3, October 1986" @default.
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• W218172073 date "1986-01-01" @default.
• W218172073 modified "2023-09-23" @default.
• W218172073 title "Writing in a Philosophy Class: Three Case Studies." @default.
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