An Exploratory Study of Disciplinary Writing in a Social Science Course

• In Event: 25.068 - Roundtable Session 8
  In Roundtable Session: 25.068-8 - Professional Literacies: College, Academic, and Scientific Writing

Abstract

This study examined the writing of college students in a freshman/sophomore level social science course. Using a disciplinary literacy lens, the researchers analyzed the rhetorical moves students made in their final course papers. Findings indicated students used rhetorical moves appropriate for literary analysis rather than social science. The study provides empirical evidence of the need for instruction in discipline-specific writing. Findings have implications for teaching writing in high school English and content area classrooms as well as college level courses in all academic disciplines.

Authors

• Vicki McQuitty, Towson University

• Brian William Miller, Towson University