David R. Russell "How large are disciplinary differences in student writing?"
Channel: Center for Teaching and Learning (CTL) Universität Wien
Date: 02/08/2017

Full Title:
“How large are disciplinary differences in student writing? Rethinking pedagogy and assessment in light of new natural language processing and phenomenological analyses“

How do students learn to write in a new discipline? In most contexts, most students (though not enough) do so without explicit instruction. I will first present corpus research I participated in that uses natural language processing tools to measure disciplinary differences in student writing (surprisingly large) and the speed with which students acquire them (within a few years).

Yet we know little about how this "uninstructed genre acquisition" occurs, what Peter Elbow called “writing without teachers.” I will suggest that phenomenological approaches to "embodied cognition" – Austrian sociologist Alfred Schutz’ concept of typification as social action, combined with French existentialist philosopher Maurice Merleau-Ponty's concept of intercorporeal “harmonization” – can help explain this uninstructed genre acquisition and suggest new ways of teaching and assessing students’ research writing.

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